Parental Emotional Support and Motivational Effects on Reading Literacy: A Multilevel Moderated Mediation Analysis

• In Event: Literacy Diversity From a Global Stand

Abstract

The purpose of the study is to investigate the possible mediating role of reading self-concept in the association between student-perceived parental emotional support and reading achievement. Meanwhile, the moderating role of mastery goal orientation in the mediation model was also tested. Chinese sample from PISA 2018 was selected to achieve the purpose. Student-perceived parental emotional support, self-concept, mastery goal orientation, and reading achievement were used from the database. Results showed that reading self-concept was significantly mediated the relationship between parental emotional support and reading achievement both at the student and school level. Moderating analysis indicated that the mediation effect of reading self-concept was significant for weak mastery goal orientation students but not significant for strong mastery goal orientation students.

Authors

• Leifeng Xiao, Chinese University of Hong Kong

• Yufeng Li, The Chinese University of Hong Kong

• Quan Qian, Beijing Normal University