Predicting reading motivation and achievement: The role of family and classroom environments in Greater China

Jing HUANG*, Chi Kin John LEE, Susanna Siu‐sze YEUNG

*Corresponding author for this work

Research output: Journal PublicationsJournal Article (refereed)peer-review

3 Citations (Scopus)

Abstract

This study investigated the relationships between parental reading attitudes, students’ perceptions of reading instructional practices, reading motivation and achievement in Greater China. The study used the Hong Kong, Macau, and Chinese Taipei samples of PIRLS 2016 and included 11,734 fourth grade students. The results of multiple-group multilevel SEM revealed a positive relationship between parental reading attitudes and student reading achievement in Macau and Chinese Taipei, although the link was found to be non-significant in Hong Kong. The association between students’ perceptions of reading instructional practices and reading achievement was slightly negative at the student level but non-significant at the classroom level. Both parental reading attitudes and students’ perceptions of reading instructional practices were positively related to student reading motivation.

Original languageEnglish
Article number101642
JournalInternational Journal of Educational Research
Volume103
DOIs
Publication statusPublished - 2020
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2020 Elsevier Ltd

Keywords

  • Parental attitudes toward reading
  • Reading achievement
  • Reading instructional practices
  • Reading motivation

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