{"title":"父母参与影响儿童的中文第二语言阅读动机与阅读成绩之间的关系:以人为中心的纵向调节分析","authors":"Siyu Zhu, Yuan Yao, Shui-duen Chan, Xinhua Zhu","doi":"10.1080/01434632.2024.2365947","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":510790,"journal":{"name":"Journal of Multilingual and Multicultural Development","volume":"9 4","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Parental involvement influences the relationship between children’s L2 Chinese reading motivation and reading performance: a longitudinal person-centred moderation analysis\",\"authors\":\"Siyu Zhu, Yuan Yao, Shui-duen Chan, Xinhua Zhu\",\"doi\":\"10.1080/01434632.2024.2365947\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":510790,\"journal\":{\"name\":\"Journal of Multilingual and Multicultural Development\",\"volume\":\"9 4\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-06-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Multilingual and Multicultural Development\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/01434632.2024.2365947\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Multilingual and Multicultural Development","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/01434632.2024.2365947","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Parental involvement influences the relationship between children’s L2 Chinese reading motivation and reading performance: a longitudinal person-centred moderation analysis