ISSN 0439-755X
CN 11-1911/B
主办：中国心理学会
　　　中国科学院心理研究所
出版：科学出版社

心理学报 ›› 2016, Vol. 48 ›› Issue (3): 248-257.doi: 10.3724/SP.J.1041.2016.00248

• 论文 • 上一篇    下一篇

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

温红博;梁凯丽;刘先伟   

  1. (北京师范大学教育统计与测量研究所, 北京 100875)
  • 收稿日期:2015-05-05 发布日期:2016-03-25 出版日期:2016-03-25
  • 通讯作者: 温红博，Email: whb@bnu.edu.cn

Effect of family environment on reading ability: The mediating effects of reading engagement and reading interest among junior high school students

WEN Hongbo; LIANG Kaili; LIU Xianwei   

  1. (Institute of education statistics and measurement, Beijing Normal University, Beijing 100875, China)
  • Received:2015-05-05 Online:2016-03-25 Published:2016-03-25
  • Contact: WEN Hongbo，Email: whb@bnu.edu.cn

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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。

关键词: 家庭环境, 阅读兴趣, 阅读投入, 阅读能力, 中介效应, 结构方程模型

Abstract:

 

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 0.720, 0.836, 0.792. 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 = 575.951, df = 128, χ2/df = 4.500 (p < 0.001), TLI = 0.816, CFI = 0.846, RMSEA = 0.079. 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 = 334.698, df = 128, χ2/df = 2.615 (p < 0.001), TLI = 0.915, CFI = 0.929, RMSEA = 0.054. 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 = 334.751, df = 129, χ2/df = 2.595 (p < 0.001), TLI = 0.916, CFI = 0.929, RMSEA = 0.053.

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.

Key words: family environment, reading interest, reading engagement, reading ability, mediating effect, structural equational modeling