Effects of Socioeconomic Status, Parent-Child Relationship, and Learning Motivation on Reading Ability

被引：100

作者：

Chen, Qishan ^{[1
]}

Kong, Yurou ^{[1
]}

Gao, Wenyang ^{[1
]}

Mo, Lei ^{[1
]}

机构：

[1] South China Normal Univ, Ctr Studies Psychol Applicat, Sch Psychol, Guangdong Key Lab Mental Hlth & Cognit Sci, Guangzhou, Guangdong, Peoples R China

来源：

FRONTIERS IN PSYCHOLOGY | 2018年 / 9卷

关键词：

socioeconomic status; reading ability; parent-child relationship; learning motivation; moderated mediation model; RESPONSE THEORY ANALYSIS; ACADEMIC-ACHIEVEMENT; INTRINSIC MOTIVATION; FAMILY INCOME; MATHEMATICS ACHIEVEMENT; MIDDLE CHILDHOOD; SELF-CONCEPT; FOLLOW-UP; SCHOOL; SKILLS;

D O I：

10.3389/fpsyg.2018.01297

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

Against the background of Chinese culture, we investigated the relationship between family socioeconomic status (SES) and children's reading ability. Participants included 2294 middle-school students in grade 8. SES was measured by parents' education level, parents' occupational prestige, and family property, and children's reading ability was estimated with item response theory. In addition, we adopted an 8-item parent-child relationship scale and a 22-item learning motivation scale that included four dimensions. We examined whether the parent-child relationship mediated the relationship between family SES and reading ability and whether this was moderated by learning motivation. The results indicated that the parent-child relationship played a mediating role in the relationship between SES and reading ability. This relationship was moderated by students' learning motivation. The direct effects of SES on reading ability at high, medium, and low levels of learning motivation were 0.24, 0.32, and 0.40, respectively.

引用

页数：12

共 98 条

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