The Relationship between Family Social Economic Status and College Students’ Reading Ability in China
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Fang Bian, Qiang Deng, Dan Yang, Yan Huang
This paper utilizes the structural equation model to explore the mechanism of family socio-economic status and how it affects college students' reading ability. 548 students were randomly selected from six universities in two provinces of China. The results show that the path coefficients of measured variables are as follows: family socioeconomic status’ effect on reading self-efficacy was 0.19, reading self-efficacy’s effect on reading interest was 0.52, reading interest’s effect on reading self-efficacy was 0.81, and ability was 0.47. All of the path coefficients reached significant levels (p < 0.05). The results show that family socio-economic status influences reading interest through the complete mediation effect of reading self-efficacy, and reading interest influences the reading ability through complete mediation of reading self-efficacy. Family socio-economic status influences reading ability through reading interest and the reading self-efficacy cycle of interaction to achieve; the results support the family investment model.
Family socioeconomic status, Reading interest, Reading self-efficacy, Reading ability, Mediating effect