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The Mediating Effect of Self-Concept in the Relation Between Perceived Teachers' Instructional behavior and Students' Reading Achievement: a Cross-Cultural Multilevel Analysis Based on PISA 2018.

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Title: The Mediating Effect of Self-Concept in the Relation Between Perceived Teachers' Instructional behavior and Students' Reading Achievement: a Cross-Cultural Multilevel Analysis Based on PISA 2018.
Authors: Jiang, Yiheng1 (AUTHOR) yihengxl@zju.edu.cn, Hu, Qiong1 (AUTHOR) huqiongpsy@zju.edu.cn, Huang, Yilin1 (AUTHOR) 22239014@zju.edu.cn, Zhang, Qiong1 (AUTHOR) zhangqiongzgh@zju.edu.cn
Source: Asia-Pacific Education Researcher (Springer Science & Business Media B.V.). Jun2026, Vol. 35 Issue 3, p537-548. 12p.
Subject Terms: *Reading level of students, *Teaching methods, Structural equation modeling, Self-perception, Cross-cultural studies
Geographic Terms: Asia
Company/Entity: Programme for International Student Assessment
Abstract: Reading achievement is an important predictor of academic success. Student's reading achievement has been found to be predicted by teacher's behavior. Further studies positing that self-concept works as a mediating mechanism in their link have inconsistent findings. It is possible that they failed to consider the subcomponents of self-concept. Additionally, this relation is influenced by cultural background. However, most previous studies adopted a dichotomy between East and West cultures, which overlooks the rich diversity of other cultural traditions. To go beyond this, data including American, Chinese, and Japanese adolescents, who were protagonists in cross-cultural educational studies, were drawn from the 2018 Program for International Student Assessment (PISA). By employing a multilevel mediation model, our results indicated that two sub-components of self-concept, namely perception of competence and perception of difficulty, mediated the relationship between student's perceived teacher's instructional behavior and their reading literacy. In addition, this effect differed across the three countries. For American and Chinese adolescents, both perceived competence and perceived difficulty acted as a partial mediator in the link between perceived teacher's behavior and reading achievement. But in Japanese sample, the perception of competence fully mediated the above relationship, while perceived difficulty did not play a mediating role. Our results highlight the necessity of adopting multilevel and multidimensional perspectives on research in large-scale samples. Highlights: Across the three Asia–pacific countries, perceived teachers' instructional behavior shapes students' reading performance via their perception of competence. The mediating effect of perceived difficulty in the link between perceived teachers' instructional behavior and students' reading performance differed across the three countries. Applying a multilevel and multidimensional model and conducting cross-national analysis are necessary on research in large-scale samples. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Reading achievement is an important predictor of academic success. Student's reading achievement has been found to be predicted by teacher's behavior. Further studies positing that self-concept works as a mediating mechanism in their link have inconsistent findings. It is possible that they failed to consider the subcomponents of self-concept. Additionally, this relation is influenced by cultural background. However, most previous studies adopted a dichotomy between East and West cultures, which overlooks the rich diversity of other cultural traditions. To go beyond this, data including American, Chinese, and Japanese adolescents, who were protagonists in cross-cultural educational studies, were drawn from the 2018 Program for International Student Assessment (PISA). By employing a multilevel mediation model, our results indicated that two sub-components of self-concept, namely perception of competence and perception of difficulty, mediated the relationship between student's perceived teacher's instructional behavior and their reading literacy. In addition, this effect differed across the three countries. For American and Chinese adolescents, both perceived competence and perceived difficulty acted as a partial mediator in the link between perceived teacher's behavior and reading achievement. But in Japanese sample, the perception of competence fully mediated the above relationship, while perceived difficulty did not play a mediating role. Our results highlight the necessity of adopting multilevel and multidimensional perspectives on research in large-scale samples. Highlights: Across the three Asia–pacific countries, perceived teachers' instructional behavior shapes students' reading performance via their perception of competence. The mediating effect of perceived difficulty in the link between perceived teachers' instructional behavior and students' reading performance differed across the three countries. Applying a multilevel and multidimensional model and conducting cross-national analysis are necessary on research in large-scale samples. [ABSTRACT FROM AUTHOR]
ISSN:01195646
DOI:10.1007/s40299-025-01049-y