Effects of social support on English reading amount in Hong Kong primary schools: the mediating role of reading confidence

ABSTRACT

In this study, the associations between social support, reading confidence and English reading amount were examined using a sample of Grade 5 and Grade 6 primary school students (N = 570) in Hong Kong. It was hypothesised that the effect of parent support, teacher support, and peer support on reading amount was mediated by reading confidence. Age and gender were control variables in the mediation model. Structural equation modelling analysis indicated that parent support and teacher support had significant and positive effects on reading confidence, reading confidence had a significant and positive effect on reading amount, and parent support had a significant and positive effect on reading amount. Mediation analysis revealed that reading confidence mediated the relationships between parent support and reading amount and between teacher support and reading amount. Methods of facilitating parent support, teacher support, and reading confidence were then discussed.

KEYWORDS:

• Social support
• reading confidence
• reading amount
• mediating effect

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Jian Xu

Jian Xu is an Assistant Professor at Beijing Foreign Studies University. He obtained his PhD degree from Department of Curriculum and Instruction, the Chinese University of Hong Kong. His research interests include L2 reading motivation, L2 listening comprehension, as well as language testing and assessment.

Ya-Ting Huang

Ya-Ting Huang is an Assistant Professor at the College of Education, Zhejiang University. Her research interests include academic work, teacher professional development and educational leadership and management. She has published in journals such as Studies in Higher Education and Asia-Pacific Education Researcher.