The Effect of Teacher Support on Primary School Students' Reading Engagement: The Mediating Role of Reading Interest and Chinese Academic Self-Concept

Autor/inn/en	Zhao, Weiguo; Song, Yining; Zhao, Qi; Zhang, Ruixue
Titel	The Effect of Teacher Support on Primary School Students' Reading Engagement: The Mediating Role of Reading Interest and Chinese Academic Self-Concept
Quelle	In: Educational Psychology, 39 (2019) 2, S.236-253 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Song, Yining)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2018.1497146
Schlagwörter	Foreign Countries; Grade 3; Grade 4; Grade 5; Grade 6; Teacher Influence; Reading Interests; Self Concept; Rural Urban Differences; Elementary School Students; Reading Habits; Elementary School Teachers; Gender Differences; China + Suchen Sie Ihr Suchwort? Ausland; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Leseinteresse; Selbstkonzept; Stadt-Land-Beziehung; Reading habit; Lesegewohnheit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Geschlechterkonflikt
Abstract	The subjects of this research were 776 pupils from grade three to grade six in Shandong Province, China. This study examined the influence of teacher support on students' reading engagement, and the mediating variables between those two factors, as measured by the perception of teachers' support scale, reading engagement scale, reading interest scale and Chinese academic self-concept scale. Results showed that the reading engagement of primary school students who lived in urban areas was significantly greater than that of students in rural areas. Moreover, teacher support positively influenced primary school students' reading engagement, and reading interest had a mediating effect on teacher support and reading engagement, whereas the Chinese academic self-concept did not mediate such relations. However, Chinese academic self-concept completely mediated the relationship between teacher support and reading interest, such that there was a specific sequential effect between teacher support and reading engagement that formed an intermediating chain. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01