Work

The Impact of Perceived Teacher Support on Reading Literacy: The Mediating Roles of Reading Self-Concept and Reading Engagement

Year: 2026

Type: article

Abstract: To date, limited research has systematically explored the interconnections between perceived teacher support, self-concept, engagement, and academic achievement specifically regarding the reading domain. Most previous studies have been conducted in Western cultures, making it difficult to extrapolate the findings to Eastern cultures, such as China. Therefore, this study investigated the relationship between perceived teacher support, reading self-concept, reading engagement, and reading literacy in a Chinese educational context. A structural equation modeling analysis was conducted using 12,058 Chinese students from the Programme for International Student Assessment 2018 data. The results revealed that perceived teacher support did not directly affect students' reading literacy. However, it could indirectly affect reading literacy through the independent mediation effects of reading self-concept and reading engagement as well as their chain mediation effect. Hence, the results suggest that perceived teacher support can increase students' sense of reading self-concept, resulting in greater reading engagement, which may lead to improved reading achievement.

Source: Behavioral Sciences

DOI: 10.3390/bs16091467

Authors: Xiaocheng Wang, Jiaxin Mei, Lina Jia, Liaojian Qu, Yuanying Jin

Institutions: Jiangnan University, Sejong University

Language: English

Topic: Education, Achievement, and Giftedness

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,654