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心理学报  2017, Vol. 49 Issue (8): 1063-1071    DOI: 10.3724/SP.J.1041.2017.01063
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 家庭社会经济地位对小学生阅读自主性的影响: 父母鼓励和阅读动机的中介作用
 顾红磊1;  刘 君2;  夏天生3
 (1信阳师范学院教育科学学院, 河南 信阳 464000) (2广州市铁一中学, 广州 511447) (3中山大学管理学院, 广州 510275)
 Effect of family socioeconomic status on reading autonomy among elementary school students: The mediating effects of parents' encouragement and reading motivation
 GU Honglei1; LIU Jun2; XIA Tiansheng3
 (1 School of Education Science, Xinyang Normal University, Xinyang 464000, China) (2 Guangzhou Tieyi Middle School, Guangzhou 511447, China) (3 School of Business, Sun Yat-sen University, Guangzhou 510275, China)
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摘要  采用家庭社会经济地位问卷、学生阅读自主性量表、父母鼓励阅读问卷和阅读动机问卷, 对313名小学生进行测查, 并运用结构方程模型探讨家庭社会经济地位对阅读自主性的影响机制。结果表明:(1)家庭社会经济地位影响阅读自主性; (2)父母鼓励和阅读动机是上述影响关系的中介变量; (3)家庭社会经济地位通过父母鼓励影响阅读动机, 进而影响阅读自主性, 即父母鼓励和阅读动机起链式中介的作用。模型中两个中介变量父母鼓励和阅读动机一“外”一“内”协同作用, 支持了家庭投资模型。
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顾红磊
刘君
夏天生
关键词  家庭社会经济地位 父母鼓励 阅读动机 阅读自主性 中介作用    
Abstract: 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.
Key words family socioeconomic status    parents' encouragement    reading motivation    reading autonomy    mediating effect
     出版日期: 2017-06-25
ZTFLH:  B849:G44  
基金资助: 国家自然科学基金项目(71572205, 31771245); 国家社会科学基金项目(17BTJ035); 教育部人文社会科学研究青年基金项目(16YJC90022); 信阳师范学院“南湖学者奖励计划”青年项目(Nanhu Scholars Program for Young Scholars of XYNU)。
通讯作者: 夏天生, E-mail: xiatsheng@mail.sysu.edu.cn     E-mail: , E-mail: xiatsheng@mail.sysu.edu.cn
引用本文:   
顾红磊, 刘君, 夏天生.  家庭社会经济地位对小学生阅读自主性的影响: 父母鼓励和阅读动机的中介作用[J]. 心理学报, 2017, 49(8): 1063-1071.
GU Honglei, LIU Jun, XIA Tiansheng.  Effect of family socioeconomic status on reading autonomy among elementary school students: The mediating effects of parents' encouragement and reading motivation. Acta Psychologica Sinica, 2017, 49(8): 1063-1071.
链接本文:  
http://journal.psych.ac.cn/xlxb/CN/10.3724/SP.J.1041.2017.01063      或      http://journal.psych.ac.cn/xlxb/CN/Y2017/V49/I8/1063
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