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 |
| 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 |
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