Predictors of Chinese Undergraduates' Reading Literacy: The Role of Individual, Family, and Institutional Factors
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| Title: | Predictors of Chinese Undergraduates' Reading Literacy: The Role of Individual, Family, and Institutional Factors |
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| Language: | English |
| Authors: | Renjie Li (ORCID |
| Source: | Asia-Pacific Education Researcher. 2025 34(1):463-472. |
| 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: | 10 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Literacy, Undergraduate Students, Undergraduate Study, Influences, Gender Differences, Grade Level Differences, Majors (Students), Place of Residence, Cultural Background, Socioeconomic Background, Family Environment, Institutional Characteristics, Peer Relationship, Individual Differences |
| Geographic Terms: | China |
| DOI: | 10.1007/s40299-024-00869-8 |
| ISSN: | 0119-5646 2243-7908 |
| Abstract: | Reading literacy (RL) is the core type of literacy of university students. However, the factors that affect the RL of undergraduates have not been thoroughly investigated in previous studies. This study examined the relationships between individual, family, and institutional factors and RL in a sample of 66,312 Chinese undergraduate students. The findings revealed a complex predictive relationship between various factors and university students' RL. Specifically, individual factors, such as gender, grade, major, and place of residence, had a significant influence on RL. Family factors, including socioeconomic and cultural background, as well as the home literacy environment, also played a crucial role on RL. Furthermore, institutional factors, such as institutional type, reading atmosphere, teacher reading guidance, and peer reading interactions, impacted RL. However, the impact of reading resources, such as number of paper books, on RL was not significant. The Shapley value decomposition results provided additional insights, indicating that family factors were the most influential explanatory variables for RL, followed by institutional factors, with individual factors having the least impact on RL. This study suggests that current higher education in China may not completely bridge the reading gap resulting from differences in family factors. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1457808 |
| Database: | ERIC |
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