Impact of Parental Attitudes on Self-Beliefs and Reading Performance of L2 (Second-Language) Chinese First-Graders (Poster 49): SIG-Second Language Research, Stage 2, 3:27 PM

• In Event: e-Lightening Ed-Talk Session 3 - Stage 2

Abstract

Young immigrant children in Hong Kong usually struggle with learning to read Chinese, but limited research has identified how parents can effectively assist their children. To address this gap, this study investigated the influence of parental reading attitudes on self-beliefs and reading performance among first-grade L2 Chinese students in Hong Kong. Path analysis results showed that parental attitudes directly predicted students' self-concept, which significantly affected reading performance and self-efficacy. Interestingly, self-efficacy demonstrated a stronger effect on reading performance compared to self-concept. Moreover, parental attitudes indirectly shaped self-efficacy through self-concept and indirectly influenced Chinese reading performance via a sequential pathway involving both self-concept and self-efficacy. The study highlights the importance of home-school collaboration in enhancing Chinese proficiency among L2 learners.

Authors

• Wanru Pang, The Hong Kong Polytechnic University

• Siyu Zhu, The Hong Kong Polytechnic University

• Yuan Yao, Hong Kong Polytechnic University