摘要
目的:本研究旨在分析家庭社会经济文化地位对儿童阅读投入和阅读能力的影响。方法:采用整群随机抽样选取1~5年级共259名小学儿童参与研究,研究工具包括儿童基本信息调查问卷、阅读投入问卷和两项阅读能力测验(阅读准确测验和阅读流畅测验)。结果:1) 在控制年龄后,家庭社会经济文化地位、阅读投入与儿童阅读能力的正相关关系显著。2) 阅读投入在家庭社会经济文化地位与阅读能力的关系中起中介作用。在家庭社会经济文化地位预测小学儿童阅读准确性和阅读流畅性的过程中,阅读投入对阅读准确性起部分中介作用,而阅读投入对阅读流畅性起完全中介作用。结论:家庭社会经济文化地位可以通过儿童阅读投入影响其阅读发展。
Object: The purpose of this study was to investigate the influence of family ESCS on reading en-gagement and children’s reading abilities. Methods: Information on children’s demographic infor-mation and reading engagement questionnaire and reading ability tests (including reading accura-cy test and reading fluency test) were used to investigate 259 primary students. Results: 1) There were significant positive correlations between family ESCS, reading engagement, and children’s reading abilities after controlling for age. 2) Reading engagement played a partial mediating role in the relationship between family ESCS and reading accuracy and reading engagement played a com-plete mediating role in the relationship between family ESCS and reading fluency. Conclusion: The results show that the better the family ESCS is, the more children invest in reading, which is more beneficial to their reading development.
出处
《心理学进展》
2023年第12期5694-5702,共9页
Advances in Psychology
