文献类型：期刊文献

英文题名：How family supports children's reading-related emotions and reading intention: a comparative study of rural, suburban, and urban areas

作者：Yang, Yi[1];Liu, Ru-De[1];Ding, Yi[2];Yang, Xiantong[1];Ding, Zien[1];Wang, Jia[3]

第一作者：Yang, Yi

通讯作者：Liu, RD[1]

机构：[1]Beijing Normal Univ, Natl Demonstrat Ctr Expt Psychol Educ, Beijing Key Lab Appl Expt Psychol, Fac Psychol, 19 Xinjiekouwai St, Beijing 100875, Peoples R China;[2]Fordham Univ, Grad Sch Educ, New York, NY 10023 USA;[3]Beijing Union Univ, Teachers Coll, Beijing 100874, Peoples R China

第一机构：Beijing Normal Univ, Natl Demonstrat Ctr Expt Psychol Educ, Beijing Key Lab Appl Expt Psychol, Fac Psychol, 19 Xinjiekouwai St, Beijing 100875, Peoples R China

通讯机构：[1]corresponding author), Beijing Normal Univ, Natl Demonstrat Ctr Expt Psychol Educ, Beijing Key Lab Appl Expt Psychol, Fac Psychol, 19 Xinjiekouwai St, Beijing 100875, Peoples R China.

年份：0

外文期刊名：MOTIVATION AND EMOTION

收录：;Scopus(收录号：2-s2.0-85149720321);WOS:【SSCI(收录号:WOS:000946824000002)】；

语种：英文

外文关键词：Socioeconomic status; Home literacy environment; Reading-related emotion; Reading intention; Comparative study

摘要：Researchers and practitioners have recently aimed to identify the factors that foster students' reading enjoyment and reading for pleasure. This study aimed to examine the family's impact on children's emotional and motivational outcomes specifically in the domain of reading. First, we explored the differences in children's reading-related outcomes between children residing in rural, suburban, and urban areas of a city in China. Second, we examined the association between family socioeconomic status (SES) and children's reading behavioral intention and explored the mediating roles of home literacy environment (HLE) and children's reading-related emotions. A sample of 7,214 primary students residing in different areas of a city in China completed self-report questionnaires regarding family SES, HLE, children's reading-related emotions, and children's reading behavioral intention. The results showed reading gaps associated with different geographic areas. With an increase in the urbanization level of children's place of residence (rural, suburban, or urban), children's reading boredom decreased while children's reading enjoyment and reading intention increased. As for the relations between the main variables, the results showed that the influence of family SES on children's reading intention was mediated by HLE and reading-related emotions. The findings provide theoretical and practical implications to facilitate children's enjoyment and behavioral intention in reading.