家庭环境对中学生阅读能力的影响:阅读投入、阅读兴趣的中介作用
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摘要
采用学生阅读能力测试卷和学生阅读状况调查问卷,对随机选取的559名中学生进行调查,并运用结构方程模型探讨了家庭环境影响阅读能力的内在机制。结果发现,家庭环境影响阅读投入的路径系数为0.18,阅读投入影响阅读兴趣的路径系数为0.51,阅读兴趣影响阅读投入的路径系数为0.80,阅读投入影响阅读能力的路径系数为0.46,各路径系数均达到显著水平(p<0.05)。结果表明,(1)家庭环境通过阅读投入的完全中介作用影响阅读兴趣;阅读兴趣通过阅读投入的完全中介作用影响阅读成绩;(2)家庭环境对阅读能力的影响是通过阅读投入和阅读兴趣的循环互动作用实现的。
Several studies found that family factors were important to students' reading ability. However, there are few studies discussing the internal mechanism. As students' individual characteristic, reading interest is one of the mediating factors between family environment and reading ability. Nowadays, investigators have paid more attention to the reading engagement, and some studies show that it is reasonable to believe the mediating effect of reading engagement. Therefore, it's important to discuss the mediating effect of reading interest and reading engagement on reading ability. The first study we explored was whether reading interest and reading engagement were the single-step multiple mediating variables between family environment and reading ability. The hypothese1: reading interest and reading engagement were single-step multiple mediators between family environment and reading ability. Furthermore, studies show that reading interest had significant influence on reading engagement. The second study was whether reading interest and reading engagement were the multiple-step multiple mediating variables between family environment and reading ability. The hypothese2: the relationship between family environment and reading ability via the influence of reading interest on reading engagement. However, some researchers suggest that there is the interaction between reading interest and reading engagement so the third study was whether the interaction between reading interest and reading engagement could be the mediating effect between family environment and reading ability. The hypothese3: The relationship between family environment and reading ability was in nature through the interaction between reading interest and reading engagement. Participants were 574 8th students from two medium counties. In each county, there were 3 common junior high schools selected which were categorized as better, general, poor on the basis of school conditions respectively. And two classes were selected randomly from each school. All students Participated in the reading ability test and reading questionnaire test. After testing, 15 students were excluded from the analyses because of incomplete data in reading ability test and same answers in reading questionnaire test. The final samples included 273(48.84%) male students and 286(51.16%) female students. The population was distributed widely. There were 301(53.85%) students from towns, and 258(46.15%) students from villages. Participants completed two measures: reading questionnaire(32 items) and reading ability test(24 items). Reading questionnaire included personal information, family environment questionnaire, reading interest questionnaire, reading engagement questionnaire. Reading ability test included four passages which were categorized as narrative(2 passages) and expository(2 passages).Preliminary and descriptive analyses showed: The internal consistency for reading questionnaire(family environment, reading interest, reading engagement) was measured by Cronbach's alpha,they were 0.72, 0.84, 0.79. The internal consistency for reading ability test was.870. In study 1, reading engagement could be a mediator of the relationship between family environment and reading ability. Model fit indices in SEM were χ2 = 575.95, df = 128, χ2/df = 4.50(p < 0.001), TLI = 0.82, CFI = 0.85, RMSEA = 0.08. In study 2, the relationship between family environment and reading ability was through the effect of reading interest on reading engagement. Model fit indices in SEM were χ2 = 334.70, df = 128, χ2/df = 2.62(p < 0.001), TLI = 0.92, CFI = 0.93, RMSEA = 0.05. In study 3, The relationship between family environment and reading ability was in nature through the interactive cycle between reading interest and reading engagement. Model fit indices in SEM were χ2 = 334.75, df = 129, χ2/df = 2.60(p < 0.001), TLI = 0.92, CFI = 0.93, RMSEA = 0.05. SEM results are different from previous studies:(1) reading engagement is the mediating variable between family environment and reading interest, reading engagement is the mediating variable between family reading interest and reading performance;(2) The relationship between family environment and reading ability is in nature through the interactive cycle between reading interest and reading engagement. Reading engagement plays a critical role in internal mechanism between family environment and reading ability.
Several studies found that family factors were important to students' reading ability. However, there are few studies discussing the internal mechanism. As students' individual characteristic, reading interest is one of the mediating factors between family environment and reading ability. Nowadays, investigators have paid more attention to the reading engagement, and some studies show that it is reasonable to believe the mediating effect of reading engagement. Therefore, it's important to discuss the mediating effect of reading interest and reading engagement on reading ability. The first study we explored was whether reading interest and reading engagement were the single-step multiple mediating variables between family environment and reading ability. The hypothese1: reading interest and reading engagement were single-step multiple mediators between family environment and reading ability. Furthermore, studies show that reading interest had significant influence on reading engagement. The second study was whether reading interest and reading engagement were the multiple-step multiple mediating variables between family environment and reading ability. The hypothese2: the relationship between family environment and reading ability via the influence of reading interest on reading engagement. However, some researchers suggest that there is the interaction between reading interest and reading engagement so the third study was whether the interaction between reading interest and reading engagement could be the mediating effect between family environment and reading ability. The hypothese3: The relationship between family environment and reading ability was in nature through the interaction between reading interest and reading engagement. Participants were 574 8th students from two medium counties. In each county, there were 3 common junior high schools selected which were categorized as better, general, poor on the basis of school conditions respectively. And two classes were selected randomly from each school. All students Participated in the reading ability test and reading questionnaire test. After testing, 15 students were excluded from the analyses because of incomplete data in reading ability test and same answers in reading questionnaire test. The final samples included 273(48.84%) male students and 286(51.16%) female students. The population was distributed widely. There were 301(53.85%) students from towns, and 258(46.15%) students from villages. Participants completed two measures: reading questionnaire(32 items) and reading ability test(24 items). Reading questionnaire included personal information, family environment questionnaire, reading interest questionnaire, reading engagement questionnaire. Reading ability test included four passages which were categorized as narrative(2 passages) and expository(2 passages).Preliminary and descriptive analyses showed: The internal consistency for reading questionnaire(family environment, reading interest, reading engagement) was measured by Cronbach's alpha,they were 0.72, 0.84, 0.79. The internal consistency for reading ability test was.870. In study 1, reading engagement could be a mediator of the relationship between family environment and reading ability. Model fit indices in SEM were χ2 = 575.95, df = 128, χ2/df = 4.50(p < 0.001), TLI = 0.82, CFI = 0.85, RMSEA = 0.08. In study 2, the relationship between family environment and reading ability was through the effect of reading interest on reading engagement. Model fit indices in SEM were χ2 = 334.70, df = 128, χ2/df = 2.62(p < 0.001), TLI = 0.92, CFI = 0.93, RMSEA = 0.05. In study 3, The relationship between family environment and reading ability was in nature through the interactive cycle between reading interest and reading engagement. Model fit indices in SEM were χ2 = 334.75, df = 129, χ2/df = 2.60(p < 0.001), TLI = 0.92, CFI = 0.93, RMSEA = 0.05. SEM results are different from previous studies:(1) reading engagement is the mediating variable between family environment and reading interest, reading engagement is the mediating variable between family reading interest and reading performance;(2) The relationship between family environment and reading ability is in nature through the interactive cycle between reading interest and reading engagement. Reading engagement plays a critical role in internal mechanism between family environment and reading ability.
引文
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He,X.M.,&Chen,X.M.(2008).The effect of students’learning engagement on learning interest.Global Education,37,46-51.[何旭明,陈向明.(2008).学生的学习投入对学习兴趣的影响研究.全球教育展望,37,46-51.]
Huang,C.G.(2009).The main factors effecting children’s reading ability.Journal of Library Science,31,53-56.[黄春光.(2009).影响儿童阅读能力的主要环境因素.图书馆学刊,31,53-56.]
Huang,X.R.(2009).The influence of family finances and the overall results of the class on children’s reading performance:Longitudinal studies.In Chinese Psychological Society(Ed.),Selected papers on twelfth national academic conference of psychology(pp.53-56).Ji’nan:Shandong Normal University.[黄小瑞.(2009).家庭经济状况及班级的整体成绩对儿童阅读成绩的影响:纵向研究.见中国心理学会(编),第十二届全国心理学学术大会论文摘要集(pp.53-56).济南:山东师范大学.]
Lei,H.,Liu,Y.L.,&Tian,L.(2012).The relationship among family environment,class environment,and the academic of high school students:The mediating effect of learning diligence.Shanghai Jiaoyu Keyan,(4),17-20.[雷浩,刘衍玲,田澜.(2012).家庭环境、班级环境与高中生学业成绩的关系:学业勤奋度的中介作用.上海教育科研,(4),17-20.]
Lin,C.D.(1985).Psychological issues of intellectual development.Beijing:Knowledge Press.[林传鼎.(1985).智力开发的心理学问题.北京:知识出版社.]
Lu,J.(2012).The influence of engagement in reading and learning strategy on reading performance:Evidence-based research with Shanghai PISA 2009 data.Educational Development and Research,(18),17-24.[陆璟.(2012).阅读参与度和学习策略对阅读成绩的影响-基于上海PISA2009数据的实证研究.教育研究发展,(18),17-24.]
Ren,C.R.,&Xin,T.(2013).Longitudinal study on predicting effect of social economic status on students'performance.Education Research,(3),79-87.[任春荣,辛涛.(2013).家庭社会经济地位对小学生成绩预测效应的追踪研究.教育研究,(3),79-87.]
Shi,L.S.,Chen,Y.M.,Hou,X.,&Gao,F.Q.(2013).Social economic status and study engagement:The mediating effects of academic self-efficacy among junior high school students.Psychological Development and Education,29,71-77.[石雷山,陈英敏,侯秀,高峰强.(2013).家庭社会经济地位与学习投入的关系:学业自我效能的中介作用.心理发展与教育,29,71-77.]
Shu,H.,Li,W.L.,Gu,Y.M.,Anderson,R.,Wu,X.C.,Zhang,H.C.,&Xuan,Y.(2002).The role of home literacy environment in children’s reading development.Psychological Science,25,136-139.[舒华,李文玲,辜玉旻,Anderson,R.,伍新春,张厚粲,轩月.(2002).家庭文化背景在儿童阅读发展中的作用.心理科学,25,136-139.]
Tang,J.M.(2005).Study on development assessment of middle school students'reading ability(Unpublished master’s thesis).Dongbei Normal University,Jiling.[唐吉民.(2005).中学生阅读能力的发展性评价研究(硕士学位论文).东北师范大学,吉林.]
Tang,W.J.,Wen,H.B.,Liu,X.W.,&Su,M.(in press).The causal model study among family,school environment and students’reading ability in primary school.The Journal of Education.[唐文君,温红博,刘先伟,苏梅.(印刷中).家庭、学校环境与小学生阅读能力的因果模型研究.教育学报.]
Wang,J.C.,Wang,X.Q.,&Jiang,B.F.(2012).Structural equation models:Methods and applications.Beijing:Higher Education Press.[王济川,王小倩,姜宝法.(2012).结构方程模型:方法与应用.北京:高等教育出版社.]
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