学生阅读享受在父母阅读享受、教师阅读激励、信息通信技术因素与阅读素养关系中的多层次中介作用

Q1 Social Sciences

International journal of educational research open Pub Date : 2026-06-01 Epub Date: 2025-11-10 DOI:10.1016/j.ijedro.2025.100554

Sojin Yoon, JiYoon Kim, Sehee Hong

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引用次数: 0

摘要

在现代社会，尤其是在数字技术主导的时代，阅读能力对于教育的成功和有效运作至关重要。本研究旨在探讨学生水平和学校水平变量与阅读素养的关系。虽然先前的研究强调了影响阅读能力的各种个人、家庭和学校相关因素，但这些变量之间的结构关系尚未得到彻底的研究。本研究利用了参加2018年国际学生评估项目（PISA）的6650名韩国学生的数据。采用多层结构方程模型（MSEM）研究学生和学校层面变量与阅读素养之间的关系。分析的变量包括家长的阅读享受、学生的信息通信技术兴趣、教师的阅读激励和学校的信息通信技术能力。结果学生水平、家长阅读享受、学生信息通信兴趣对学生阅读享受和读写能力均有显著影响。此外，家长阅读享受、学生信息通信技术兴趣与阅读素养之间存在中介关系。在学校层面，教师的阅读激励与学生的阅读享受呈正相关，学校的ICT能力与阅读素养呈正相关。此外，教师的阅读激励与阅读素养之间的关系以学生的阅读享受为中介。结论阅读享受在家长阅读享受、学生信息通信兴趣和教师阅读激励对阅读素养的影响中起着重要的中介作用。这些结果表明，提高阅读素养的策略应该优先考虑通过家长、教师和学校的合作努力来培养学生的阅读乐趣。

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Students’ reading enjoyment as a multilevel mediator of the relationship between parental reading enjoyment, teachers’ stimulation of reading, ICT factors, and reading literacy

Background

Reading literacy is essential for educational success and effective functioning in modern society, especially in an era dominated by digital technology. This study aimed to explore the relationships between student-level and school-level variables and reading literacy. While prior research has highlighted various individual, household, and school-related factors contributing to reading competence, the structural relationships among these variables have not been thoroughly examined.

Methods

This study utilized data from 6,650 Korean students who participated in PISA 2018. Multilevel Structural Equation Modeling (MSEM) was applied to examine the relationships between student- and school-level variables and reading literacy. Variables analyzed included parental reading enjoyment, students’ ICT interest, and teachers’ stimulation of reading, and school ICT capacity.

Results

At the student level, parental reading enjoyment, and students’ ICT interest were associated with both students’ reading enjoyment and literacy. Furthermore, the relationships of parental reading enjoyment and students’ ICT interest with reading literacy were mediated by students’ reading enjoyment. At the school level, teachers’ stimulation of reading was positively related to students’ reading enjoyment, and schools’ ICT capacity was associated with reading literacy. In addition, the relationship between teachers’ stimulation of reading and reading literacy was mediated by students’ reading enjoyment.

Conclusions

The findings underscore the pivotal role of reading enjoyment in mediating the effects of parental enjoyment of reading, students’ ICT interest and teachers’ stimulation of reading on reading literacy. These results suggest that strategies to enhance reading literacy should prioritize fostering students’ enjoyment of reading through collaborative efforts involving parents, teachers, and schools.

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