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Beyond Cognition: The Relation between Parents' Reading-Related Activities and Reading-Related Achievement Emotions in Chinese Students

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Title: Beyond Cognition: The Relation between Parents' Reading-Related Activities and Reading-Related Achievement Emotions in Chinese Students
Language: English
Authors: Xiantong Yang, Ru-De Liu (ORCID 0000-0002-6745-4483), Yi Ding, Zien Ding, Yi Yang
Source: European Journal of Psychology of Education. 2024 39(3):2283-2301.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Parent Participation, Parent Child Relationship, Reading Habits, Psychological Patterns, Reading Achievement, Reading Programs, Expectation, Self Efficacy, Reading Aloud to Others, Independent Reading
Geographic Terms: China
DOI: 10.1007/s10212-023-00772-8
ISSN: 0256-2928
1878-5174
Abstract: Numerous studies have revealed the benefits of parents' reading-related activities that support children's cognitive development. However, little is known about the reading-related achievement emotions that are essential for self-confidence and well-being as a reader. To advance research in this important area of achievement emotions, it is critical to focus on the impact of parents' reading-related activities on reading-related achievement emotions pertaining to enjoyment and boredom and their internal mechanisms. Based on the control-value theory of achievement emotions, we investigated 12,322 Chinese students through a national reading program. Results indicated that parents' reading-related activities positively predicted reading enjoyment but negatively predicted reading boredom through the mediators of self-educational expectation and reading self-efficacy after controlling for gender, age, and SES. This study highlights the values of parent-child shared reading, makes a unique contribution to the field of achievement emotions, and explains how self-educational expectation and reading self-efficacy mediate this process.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1439227
Database: ERIC
FullText Text:
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  Data: Beyond Cognition: The Relation between Parents' Reading-Related Activities and Reading-Related Achievement Emotions in Chinese Students
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  Data: <searchLink fieldCode="AR" term="%22Xiantong+Yang%22">Xiantong Yang</searchLink><br /><searchLink fieldCode="AR" term="%22Ru-De+Liu%22">Ru-De Liu</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6745-4483">0000-0002-6745-4483</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yi+Ding%22">Yi Ding</searchLink><br /><searchLink fieldCode="AR" term="%22Zien+Ding%22">Zien Ding</searchLink><br /><searchLink fieldCode="AR" term="%22Yi+Yang%22">Yi Yang</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Psychology+of+Education%22"><i>European Journal of Psychology of Education</i></searchLink>. 2024 39(3):2283-2301.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Y
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  Data: 19
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Child+Relationship%22">Parent Child Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Habits%22">Reading Habits</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Programs%22">Reading Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Aloud+to+Others%22">Reading Aloud to Others</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Reading%22">Independent Reading</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1007/s10212-023-00772-8
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  Data: 0256-2928<br />1878-5174
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  Label: Abstract
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  Data: Numerous studies have revealed the benefits of parents' reading-related activities that support children's cognitive development. However, little is known about the reading-related achievement emotions that are essential for self-confidence and well-being as a reader. To advance research in this important area of achievement emotions, it is critical to focus on the impact of parents' reading-related activities on reading-related achievement emotions pertaining to enjoyment and boredom and their internal mechanisms. Based on the control-value theory of achievement emotions, we investigated 12,322 Chinese students through a national reading program. Results indicated that parents' reading-related activities positively predicted reading enjoyment but negatively predicted reading boredom through the mediators of self-educational expectation and reading self-efficacy after controlling for gender, age, and SES. This study highlights the values of parent-child shared reading, makes a unique contribution to the field of achievement emotions, and explains how self-educational expectation and reading self-efficacy mediate this process.
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