控制—价值理论视阈下学生数字化阅读素养的中介研究  

Studies on Mediating Factors of Digital Reading Literacy from the Perspective of the Control and Value Theory

作　　者：王美姝 胡洁 WANG Meishu;HU Jie(School of International Studies,Zhejiang University,Hangzhou 310058,China)

机构地区：[1]浙江大学外国语学院,浙江杭州310058

出　　处：《情报科学》2023年第8期168-174,共7页Information Science

基　　金：2023年浙江省哲学社会科学领军人才培育课题(青年英才培育)重大项目“数智时代我国学生阅读素养发展机制研究”(23QNYC04ZD)。

摘　　要：【目的/意义】探索合作学习对成就目标、阅读情绪和数字化阅读素养的影响原理及影响效应,为促进学生数字化阅读素养的提升提供策略。【方法/过程】本研究以PISA2018数字化阅读测评数据为基础,以链式中介模型为研究方法,对我国四省市361所学校11 993名青少年的数字化阅读素养进行分析。【结果/结论】研究发现,合作学习氛围通过促发掌握目标定向和阅读愉悦情绪间接影响数字化阅读素养,即掌握目标定向和阅读愉悦情绪在合作学习氛围和数字化阅读素养间起到正向的中介作用。【创新/局限】研究基于控制—价值理论,构建了合作学习氛围、掌握目标定向、阅读情绪和数字化阅读素养四个维度的研究框架,为深入分析数字化阅读素养影响因素,提升我国学生数字化阅读素养提供新思路。【Purpose/significance】To explore the effect of cooperative learning atmosphere on achievement motivation,reading emo⁃tion,digital reading literacy and their principle of the effect,so as to provide effective strategies for enhancing adolescent digital read⁃ing literacy【.Method/process】This present study applied the multiple mediation analysis to further explore factors related to adoles⁃cent digital reading literacy.A total of 11,993 participants from 361 schools in China were extracted from PISA 2018 reading database.【Result/conclusion】The results indicated that mastery goal orientation and reading enjoyment have a significant positive mediating ef⁃fect between collaborative learning atmosphere and their digital reading literacy.【Innovation/limitation】Based on control and value theory,this study focused and combined four dimensions:collaborative learning atmosphere,achievement goals,reading emotion,and reading performance,and it conducts in-depth analysis of the influencing factors of digital reading literacy,providing new ideas for im⁃proving the digital reading literacy of Chinese students.

关 键 词：控制—价值理论 数字化阅读素养 合作学习 中介研究 PISA2018 

分 类 号：G252.0[文化科学—图书馆学]