Frontiers in psychology · 2026
How teacher support shapes reading literacy among urban primary school pupils in China: evidence from achievement emotions and reading self-efficacy.
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Feng Xue, Tan Wee Hoe, Xiang Yue, Janan Dahlia, Al-Shaibani Ghayth Kamel Shaker
Аннотация
BACKGROUND: Reading literacy is a fundamental determinant of academic achievement. However, the complex psychological mechanisms linking teacher support to reading literacy during the critical developmental transition of middle childhood remain insufficiently understood. This gap is particularly evident within the Confucian Heritage Culture (CHC) context, where teacher authority and social validation are highly prominent. Grounded in an integration of control-value theory and social cognitive theory, this study aims to investigate the parallel mediating roles of achievement emotions (an affective pathway) and reading self-efficacy (a cognitive-motivational pathway) in the relationship between perceived teacher support and reading literacy.
METHODS: A cross-sectional survey was conducted among 460 Grade 4 pupils (aged 9-10 years) from two public schools in Beijing, China. Data were collected using validated self-report questionnaires for psychological constructs and a Chinese adaptation of the PIRLS assessment for reading literacy, followed by analysis using covariance-based structural equation modeling (CB-SEM).
RESULTS: The structural model revealed that perceived teacher support significantly and positively predicted reading literacy (β = 0.446, p <0.001). Mediation analyses using bias-corrected bootstrapping demonstrated that achievement emotions significantly mediated the relationship between teacher support and reading literacy (β = 0.063, 95% CI [0.015, 0.115]). Conversely, reading self-efficacy did not exhibit a significant independent mediation effect when accounting for emotional factors. The total model explained 31.3% of the variance in reading literacy.
DISCUSSION: These findings highlight that teacher support enhances primary school pupils' reading literacy primarily through emotional rather than cognitive-motivational pathways. The study extends existing literature by demonstrating that fostering emotionally supportive classroom environments and positive achievement emotions is a vital, yet often overlooked, pedagogical strategy for sustainable literacy development.
METHODS: A cross-sectional survey was conducted among 460 Grade 4 pupils (aged 9-10 years) from two public schools in Beijing, China. Data were collected using validated self-report questionnaires for psychological constructs and a Chinese adaptation of the PIRLS assessment for reading literacy, followed by analysis using covariance-based structural equation modeling (CB-SEM).
RESULTS: The structural model revealed that perceived teacher support significantly and positively predicted reading literacy (β = 0.446, p <0.001). Mediation analyses using bias-corrected bootstrapping demonstrated that achievement emotions significantly mediated the relationship between teacher support and reading literacy (β = 0.063, 95% CI [0.015, 0.115]). Conversely, reading self-efficacy did not exhibit a significant independent mediation effect when accounting for emotional factors. The total model explained 31.3% of the variance in reading literacy.
DISCUSSION: These findings highlight that teacher support enhances primary school pupils' reading literacy primarily through emotional rather than cognitive-motivational pathways. The study extends existing literature by demonstrating that fostering emotionally supportive classroom environments and positive achievement emotions is a vital, yet often overlooked, pedagogical strategy for sustainable literacy development.