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題名：家庭社會經濟地位對小學生閱讀自主性的影響：父母鼓勵和閱讀動機的中介作用
書刊名：心理學報
作者：顧紅磊／劉君／夏天生
出版日期：2017
卷期：2017(8)
頁次：1063-1071
主題關鍵詞：家庭社會經濟地位；父母鼓勵；閱讀動機；閱讀自主性；中介作用；Family socioeconomic status；Parents' encouragement；Reading motivation；Reading autonomy；Mediating effect
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采用家庭社會經濟地位問卷、學生閱讀自主性量表、父母鼓勵閱讀問卷和閱讀動機問卷,對313名小學生進行測查,并運用結構方程模型探討家庭社會經濟地位對閱讀自主性的影響機制。結果表明:(1)家庭社會經濟地位影響閱讀自主性;(2)父母鼓勵和閱讀動機是上述影響關系的中介變量;(3)家庭社會經濟地位通過父母鼓勵影響閱讀動機,進而影響閱讀自主性,即父母鼓勵和閱讀動機起鏈式中介的作用。模型中兩個中介變量父母鼓勵和閱讀動機一"外"一"內"協同作用,支持了家庭投資模型。
Reading ability is one of the most extensively investigated topics in education research. Several studies found that self-regulated reading was the core to improve reading ability while social economic status was important to self-regulated reading. However, the inner mechanisms were unknown. Both external factor(e.g., parents’ encouragement) and internal factor(e.g., reading motivation) were likely to be mediating factors between socioeconomic status and reading autonomy. Therefore, it’s important to discuss the mediating effect of parents’ encouragement and reading motivation on reading autonomy. The present study investigated the mediating effect between family socioeconomic status and reading autonomy among elementary school students. Three hypotheses were tested: Hypothesis 1: family socioeconomic status directly affects the reading autonomy. Hypothesis 2: family socioeconomic status affects the reading autonomy through parents’ encouragement and reading motivation, respectively. Thus, parents’ encouragement and reading motivation are parallel mediator factors. Hypothesis 3: family socioeconomic status affects reading motivation through parents’ encouragement, and then affects the reading autonomy. Hence, parents’ encouragement and reading motivation are chain intermediary roles. Participants were 313 fourth-grade students from two cities. All students completed the reading autonomy scale and questionnaire test. Participants were 175(55.9%) male students and 138(44.1%) female students. They completed four measures: socioeconomic status questionnaire, parents’ encourage reading questionnaire, reading motivation questionnaire and reading autonomy scale. Preliminary and descriptive analyses showed that Cronbach’s alpha of parents’ encourage reading questionnaire, reading motivation questionnaire, and reading autonomy scale was 0.828, 0.843, 0.749, respectively. Firstly, the statistic analysis showed that the total effect of family socioeconomic status on reading autonomy was significant, γ = 0.32, p < 0.01. Model fit indices in SEM were χ2/df = 2.05, TLI = 0.90, CFI = 0.91, RMSEA = 0.063, SRMR = 0.053. Secondly, after the intervening variables(i.e. parents’ encouragement and reading motivation) were included in the model, the direct effect of family socioeconomic status on reading autonomy was not statistically significant, but other path coefficients were statistically significant. Model fit indices in SEM were χ2/df =1.39, TLI = 0.93, CFI = 0.94, RMSEA = 0.038, SRMR = 0.052. Finally, the bias-corrected bootstrap method was used for significant tests. The results indicated that the direct effect of family socioeconomic status on reading autonomy was not significant and three intermediary effects were statistically significant. In conclusion, parents’ encouragement and reading motivation play the intervention role between family socioeconomic status and reading autonomy.
期刊論文
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圖書
1.溫忠麟、劉紅雲、侯杰泰(2012)。調節效應和中介效應分析。教育科學出版社。  延伸查詢new window
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其他
1.溫紅博，辛濤(20110307)。閱讀素養：孩子面向未來的基礎能力。  延伸查詢new window
圖書論文
1.Guthrie, J. T.、Wigfield, A.(2000)。Engagement and motivation in reading。Handbook of reading research。New York, NY：Longman。  new window
 
 
 
 
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