부모의 정서적 지지와 읽기 소양 간의 관계에서 읽기 자아개념과 읽기 즐거움의 직렬매개효과: 경제사회문화적 지위에 따른 다집단 분석 = The Serial Mediation Effect of Reading Self-concept and Reading Enjoyment in the Relationship Between Parents' Emotional Support and Reading Literacy: A Multi-Group Analysis Based on Economic, Social and Cultural Status

다국어 초록 (Multilingual Abstract)

This study investigates the structural relationship between parents' emotional support and reading literacy, with reading self-concept and reading enjoyment as mediators, while analyzing group differences across students' Economic, Social, and Cultural Status (ESCS). Utilizing PISA 2018 data from South Korea, a serial mediation model was tested to examine how parents' support influences reading literacy through the sequential paths of reading self-concept and reading enjoyment. Additionally, MGSEM was conducted based on the family ESCS. The findings are as follows: First, significant correlations were found among perceived parents' emotional support, reading self-concept, reading enjoyment, and reading literacy. Second, the study validated the serial mediating effects of reading self-concept and reading enjoyment in the relationship between parents' support and reading literacy. Third, multi-group analysis revealed significant differences in the serial mediating effects between groups. Specifically, the serial mediation effects were significant only in the advantaged and average groups, and the influence of parents' support on reading literacy becomes stronger as family ESCS increases. Based on these results, educational implications for fostering reading literacy are discussed.