Mudrák Jiří, Zábrodská Kateřina, Takács Lea
Charles University, Prague, Czechia.
Faculty of Arts, Charles University, Prague, Czechia.
Front Psychol. 2020 Feb 20;11:37. doi: 10.3389/fpsyg.2020.00037. eCollection 2020.
The successful early acquisition of reading literacy represents a crucial learning process determining the further course of academic development (Stanovich, 2009). During this process, interactions between children and their proximal social environment are of utmost importance. Therefore, we introduce a systemic framework for the development of learning potential (e.g., Mudrak et al., 2019a, b; Ziegler and Stoeger, 2017) and explore the interactions between the social and motivational processes associated with reading literacy development in school-age children. We base our analysis on a representative Czech sample of fourth-grade pupils involved in the Progress in International Reading Literacy study (PIRLS, Martin et al., 2017). On the basis of the systemic framework, we hypothesized hierarchical relationships among family socioeconomic status, related developmental resources (including parental support, expectations, and reading resources), children's reading motivation (including reading engagement and reading confidence), and manifested learning outcomes (including school grades and reading competence). We implemented three structural equation models to test the hypothesized relationships. The first model tested the direct effect of developmental resources on reading competence. The second model included the motivational variables as mediators between resources and competence. The third model included school grades as mediators between resources and motivational variables. Our analyses indicated the good fit of the proposed models. The final model explained 37.8% of the variance in children's school grades and 46.5% of the variance in reading literacy test scores (compared to 34.8% in the first model). Moreover, parental socioeconomic status was strongly associated with parental expectations, which were associated with reading confidence, partially through the effect of parental expectations on children's school grades. Reading confidence was the main predictor of reading literacy within the model, followed by the direct effects of parental resources. The results illustrate complex processes through which the family environment affects the development of learning competencies such as reading literacy by providing children with the relevant social and material resources associated with their motivation and school outcomes. We discuss some of the reasons that these relationships may take place and consider their implications for educational practice.
早期成功获得阅读素养是一个关键的学习过程，决定着学术发展的后续进程（斯坦诺维奇，2009年）。在这个过程中，儿童与其近端社会环境之间的互动至关重要。因此，我们引入一个学习潜力发展的系统框架（例如，穆德拉克等人，2019年a、b；齐格勒和施托格，2017年），并探讨与学龄儿童阅读素养发展相关的社会和动机过程之间的相互作用。我们的分析基于参与国际阅读素养进展研究（PIRLS，马丁等人，2017年）的具有代表性的捷克四年级学生样本。基于这个系统框架，我们假设了家庭社会经济地位、相关发展资源（包括父母支持、期望和阅读资源）、儿童阅读动机（包括阅读参与度和阅读信心）以及表现出的学习成果（包括学校成绩和阅读能力）之间的层次关系。我们实施了三个结构方程模型来检验假设的关系。第一个模型检验发展资源对阅读能力的直接影响。第二个模型将动机变量作为资源与能力之间的中介。第三个模型将学校成绩作为资源与动机变量之间的中介。我们的分析表明所提出的模型拟合良好。最终模型解释了儿童学校成绩方差的37.8%和阅读素养测试分数方差的46.5%（相比第一个模型的34.8%）。此外，父母的社会经济地位与父母期望密切相关，父母期望又与阅读信心相关，部分是通过父母期望对孩子学校成绩的影响。阅读信心是模型中阅读素养的主要预测因素，其次是父母资源的直接影响。结果说明了家庭环境通过为儿童提供与其动机和学校成果相关的社会和物质资源来影响阅读素养等学习能力发展的复杂过程。我们讨论了这些关系可能发生的一些原因，并考虑了它们对教育实践的影响。
