Relationship Among Stimulation of Reading Engagement, Enjoyment, Perceived Competence, and Reading Achievement: A Mediation Analysis (Poster 3)

• In Event: AERA Poster Session Eight
  In Poster Session: Literacy Poster Session Three

Abstract

Students’ reading literacy not only influences their reading achievement within the educational system but also relates to their future academic and career successes. Previous studies have shown that students’ engagement, reading enjoyment, and perceived reading competence are positively related to their reading achievement. However, the intertwined relationship among them has not been fully investigated. The present study used students’ perceived teachers’ stimulation of reading engagement as the pointcut and employed the mediation analysis to examine the relationship among these factors. The results of the study showed a significant indirect effect of students' perceived teacher stimulation of reading engagement on reading proficiency via reading enjoyment and reading competence. Scholarly significance and limitations were discussed in this paper.

Authors

• Haixia He, Washington State University
  Presenting Author

• Gan Jin, Washington State University
  Presenting Author