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<p>Under Hong Kong’s “biliterate and trilingual” language policy, immigrant students often face considerable challenges in reading Chinese. While parental involvement and children’s psychological factors are known to play critical roles in children’s reading development, there remains a lack of research focusing on the factors’ interplay and their effects on second language (L2) Chinese reading, specifically within the unique sociolinguistic context of Hong Kong. To address this gap, this study investigated the influence of parental reading attitudes on reading self-beliefs of first-grade L2 Chinese students and their reading performance. Path analysis results revealed that parental reading attitudes indirectly influenced first-grade students’ L2 Chinese reading performance through reading self-concept and self-efficacy, with self-concept mediating this effect. Self-efficacy had a stronger direct impact on reading performance, while self-concept indirectly contributed via self-efficacy. These findings highlight the role of positive parental attitudes and self-beliefs in enhancing L2 Chinese reading. The implications of the findings are briefly discussed, highlighting their relevance to educational practice and future research.</p>

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Interrelationships among parental reading attitudes, first-graders’ reading self-beliefs, and L2 Chinese reading performance

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月26日

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  • Wanru Pang,
  • Siyu Zhu,
  • Yuan Yao,
  • Shui-Duen Chan,
  • Xinhua Zhu

摘要

Under Hong Kong’s “biliterate and trilingual” language policy, immigrant students often face considerable challenges in reading Chinese. While parental involvement and children’s psychological factors are known to play critical roles in children’s reading development, there remains a lack of research focusing on the factors’ interplay and their effects on second language (L2) Chinese reading, specifically within the unique sociolinguistic context of Hong Kong. To address this gap, this study investigated the influence of parental reading attitudes on reading self-beliefs of first-grade L2 Chinese students and their reading performance. Path analysis results revealed that parental reading attitudes indirectly influenced first-grade students’ L2 Chinese reading performance through reading self-concept and self-efficacy, with self-concept mediating this effect. Self-efficacy had a stronger direct impact on reading performance, while self-concept indirectly contributed via self-efficacy. These findings highlight the role of positive parental attitudes and self-beliefs in enhancing L2 Chinese reading. The implications of the findings are briefly discussed, highlighting their relevance to educational practice and future research.