Literaturnachweis - Detailanzeige
Autor/inn/en | Jian, Xu; Ya-Ting, Huang |
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Titel | Enlarging English Reading Amount in Hong Kong Primary Schools: Do Social Support and Goal Orientation Matter? |
Quelle | In: Journal of Multilingual and Multicultural Development, 41 (2020) 8, S.686-701 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Jian, Xu) ORCID (Ya-Ting, Huang) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0143-4632 |
DOI | 10.1080/01434632.2019.1636054 |
Schlagwörter | Goal Orientation; Gender Differences; Structural Equation Models; Foreign Countries; Correlation; Social Support Groups; Parent Child Relationship; Teacher Student Relationship; Peer Relationship; Second Language Learning; Second Language Instruction; English (Second Language); Elementary School Students; Student Attitudes; Prediction; Reading Habits; Age Differences; Reading Skills; Factor Analysis; Hong Kong Zielorientierung; Zielvorstellung; Geschlechterkonflikt; Ausland; Korrelation; Social support; Soziale Unterstützung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Vorhersage; Reading habit; Lesegewohnheit; Age; Difference; Age difference; Altersunterschied; Reading skill; Lesefertigkeit; Faktorenanalyse; Hongkong |
Abstract | In this research, the relationships among social support, including parents', teachers', and peers' support, goal orientation, and reading amount in English were examined directly and indirectly in a sample of Hong Kong senior primary school students (N = 570) using a questionnaire survey. It was assumed that parents', teachers', and peers' support influenced the reading amount via reading goal orientation. Gender and age were taken into consideration when calculating the mediating effect. Moreover, the cross-group invariance of gender was explored. Structural equation modelling was used to examine the relationships among the examined variables. The results of the structural equation modelling and mediation analysis showed that parents' and teachers' support predicted the reading amount positively and significantly, and that the effect of parents' and teachers' support on the reading amount was mediated by goal orientation, and there was no gender difference in terms of the mediating role of goal orientation. The implications include discussions on how parents and teachers can support reading and on how to enhance goal orientation and the reading amount. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |