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<p>This study used a two-wave dataset to explore the potential associations between psychological and ecological factors and children’s interest in reading. Current literacy activity (an indicator of home literacy activities) and the number of children’s books at home (an indicator of home literacy resources) were measured as ecological factors. Psychological factors included internalizing problems (i.e., anxiety and psychosomatic problems) and externalizing problems (i.e., impulsive-hyperactive problems, learning problems, and conduct problems). Word reading (i.e., a cognitive indicator measured via Chinese character reading and reading fluency) and demographic variables (i.e., gender, age, and family socioeconomic status) were controlled. These factors were measured at time 1 (grade 1) while reading interest was measured at time 2 (grade 2). Structural equation modeling was utilized to investigate (a) direct relationships between these factors and reading interest, and (b) indirect relationships between these factors and reading interest when using word reading and/or ecological factors as mediators. Results showed that current literacy activity, the number of children’s books at home, and externalizing problems were directly associated with reading interest. The number of children’s books at home was also indirectly associated with reading interest through word reading. The interplay between psychological and ecological factors was also found. These findings suggest that a broader perspective should be taken to support children’s interest in reading beyond cognition.</p>

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Psychological and ecological factors predict reading interest in Chinese primary school children: a two-year investigation

  • 期刊论文

  • 发表日期：

    2025年8月1日

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  • Qinghua Li,
  • Ziqian Wei,
  • Zhengye Xu,
  • Shudong Zhang,
  • Yufeng Li,
  • Duo Liu

摘要

This study used a two-wave dataset to explore the potential associations between psychological and ecological factors and children’s interest in reading. Current literacy activity (an indicator of home literacy activities) and the number of children’s books at home (an indicator of home literacy resources) were measured as ecological factors. Psychological factors included internalizing problems (i.e., anxiety and psychosomatic problems) and externalizing problems (i.e., impulsive-hyperactive problems, learning problems, and conduct problems). Word reading (i.e., a cognitive indicator measured via Chinese character reading and reading fluency) and demographic variables (i.e., gender, age, and family socioeconomic status) were controlled. These factors were measured at time 1 (grade 1) while reading interest was measured at time 2 (grade 2). Structural equation modeling was utilized to investigate (a) direct relationships between these factors and reading interest, and (b) indirect relationships between these factors and reading interest when using word reading and/or ecological factors as mediators. Results showed that current literacy activity, the number of children’s books at home, and externalizing problems were directly associated with reading interest. The number of children’s books at home was also indirectly associated with reading interest through word reading. The interplay between psychological and ecological factors was also found. These findings suggest that a broader perspective should be taken to support children’s interest in reading beyond cognition.