Effects of Socioeconomic Status, Parent-Child Relationship, and Learning Motivation on Reading Ability.
Effects of Socioeconomic Status, Parent-Child Relationship, and Learning Motivation on Reading Ability.
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社会经济地位，亲子关系和学习动机对阅读能力的影响。
DOI：
10.3389/fpsyg.2018.01297
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发表时间：
2018
影响因子：
3.8
通讯作者：
Mo L
中科院分区：
文献类型：
--
作者：
Chen Q;Kong Y;Gao W;Mo L
以中国文化为背景，我们调查了家庭社会经济地位（SES）与儿童阅读能力的关系。参与者包括2294名8年级中学生。SES通过父母的受教育程度、父母的职业声望和家庭财产来衡量，并通过项目反应理论来评估孩子的阅读能力。此外，我们还采用了8项亲子关系量表和22项学习动机量表，包括四个维度。我们研究了亲子关系是否介导了家庭社会经济地位和阅读能力之间的关系，以及这种关系是否受到学习动机的调节。研究结果表明，亲子关系在社会经济地位与阅读能力的关系中起中介作用。这种关系受到学生学习动机的调节。 SES对高、中、低学习动机水平的阅读能力的直接影响分别为0.24、0.32和0.40。
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.
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影响因子：
7.6
作者：
BARON, RM;KENNY, DA
通讯作者：
KENNY, DA
影响因子：
2.6
作者：
Bergin, C
通讯作者：
Bergin, C
影响因子：
2.4
作者：
Currie, CE;Elton, RA;Platt, S
通讯作者：
Platt, S
影响因子：
3.8
作者：
Chernyshenko, OS;Stark, S;Williams, B
通讯作者：
Williams, B
影响因子：
2.1
作者：
Chow, Bonnie Wing-Yin;Ho, Connie Suk-Han;Zheng, Mo
通讯作者：
Zheng, Mo