Parental Involvement Affects Relationship Between Children's Learning Motivation and Reading Skills: A Person-Centered Moderation Analysis

• In Event: Friday Roundtable Session 3:05 pm
  In Roundtable Session: Parent Impact and Decisions on Early Care and Education (Table 3)

Abstract

This study investigates the influence of parental involvement in L2 Chinese reading on the relationship between children’s learning motivation and reading proficiency. The research employs a person-centered approach to examine 317 first-grade non-Chinese speaking students (NCS) in Hong Kong. Using Latent Profile Analysis, three distinct categories of parental involvement are identified based on three indicators: parental attitudes, parental expectations, and parental engagement. Wald chi-square analysis reveals positive parental effects on children's learning motivation and reading performance. Furthermore, Mixture Regression results indicate that parental involvement moderates the relationship between learning motivation and reading performance, with varying impacts observed among students from different parental groups. Theoretical implications and practical significance of NCS students’ L2 Chinese reading are provided based on the findings.

Authors

• Siyu Zhu, Hong Kong Polytechnic University

• Xinhua Zhu, Hong Kong Polytechnic University

• Yuan Yao, Hong Kong Polytechnic University

• Shuming Huang, Hong Kong Polytechnic University