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<p>This study examines the relationships among the use of information and communication technology (ICT), reading enjoyment, reading metacognition, and reading achievement among Hong Kong students. The sample comprised 5,164 students who participated in the Programme for International Student Assessment (PISA) 2018 in Hong Kong. Descriptive statistics, Pearson’s correlation coefficient, hierarchical regression and bootstrapping were used for data analysis to verify the multiple parallel mediation effect. The results demonstrate that the use of ICT at school negatively predicts reading achievement. However, reading enjoyment does not mediate the relationship. Use of ICT negatively predicts reading literacy through reading metacognition. The positive chain mediation effect of reading enjoyment and metacognition in the relationship between the use of ICT at home for schoolwork and reading literacy is supported. Reading enjoyment and metacognition negatively mediate the relationship between the use of ICT at home for entertainment and reading literacy. Educators in Hong Kong should transcend the paradigm of achievement-focused education and improve reading metacognitive proficiency and performance by stimulating reading enjoyment and conducting metacognitive training through ICT.</p>

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ICT use predicts reading literacy: a serial multiple mediation model of reading enjoyment and metacognition based on PISA 2018 data

  • 期刊论文

  • 发表日期：

    2026年1月10日

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  • Caixiang Liu,
  • Ran Zhang

摘要

This study examines the relationships among the use of information and communication technology (ICT), reading enjoyment, reading metacognition, and reading achievement among Hong Kong students. The sample comprised 5,164 students who participated in the Programme for International Student Assessment (PISA) 2018 in Hong Kong. Descriptive statistics, Pearson’s correlation coefficient, hierarchical regression and bootstrapping were used for data analysis to verify the multiple parallel mediation effect. The results demonstrate that the use of ICT at school negatively predicts reading achievement. However, reading enjoyment does not mediate the relationship. Use of ICT negatively predicts reading literacy through reading metacognition. The positive chain mediation effect of reading enjoyment and metacognition in the relationship between the use of ICT at home for schoolwork and reading literacy is supported. Reading enjoyment and metacognition negatively mediate the relationship between the use of ICT at home for entertainment and reading literacy. Educators in Hong Kong should transcend the paradigm of achievement-focused education and improve reading metacognitive proficiency and performance by stimulating reading enjoyment and conducting metacognitive training through ICT.