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. |
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| 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] |
| Copyright of Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193809061 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: 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. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Jiang%2C+Yiheng%22">Jiang, Yiheng</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> yihengxl@zju.edu.cn</i><br /><searchLink fieldCode="AR" term="%22Hu%2C+Qiong%22">Hu, Qiong</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> huqiongpsy@zju.edu.cn</i><br /><searchLink fieldCode="AR" term="%22Huang%2C+Yilin%22">Huang, Yilin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> 22239014@zju.edu.cn</i><br /><searchLink fieldCode="AR" term="%22Zhang%2C+Qiong%22">Zhang, Qiong</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> zhangqiongzgh@zju.edu.cn</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Asia-Pacific+Education+Researcher+%28Springer+Science+%26+Business+Media+B%2EV%2E%29%22">Asia-Pacific Education Researcher (Springer Science & Business Media B.V.)</searchLink>. Jun2026, Vol. 35 Issue 3, p537-548. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Reading+level+of+students%22">Reading level of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink><br /><searchLink fieldCode="DE" term="%22Self-perception%22">Self-perception</searchLink><br /><searchLink fieldCode="DE" term="%22Cross-cultural+studies%22">Cross-cultural studies</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Asia%22">Asia</searchLink> – Name: SubjectCompany Label: Company/Entity Group: Su Data: <searchLink fieldCode="DE" term="%22Programme+for+International+Student+Assessment%22">Programme for International Student Assessment</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s40299-025-01049-y Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 537 Subjects: – SubjectFull: Reading level of students Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Structural equation modeling Type: general – SubjectFull: Self-perception Type: general – SubjectFull: Cross-cultural studies Type: general – SubjectFull: Asia Type: general – SubjectFull: Programme for International Student Assessment Type: general Titles: – TitleFull: 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. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Jiang, Yiheng – PersonEntity: Name: NameFull: Hu, Qiong – PersonEntity: Name: NameFull: Huang, Yilin – PersonEntity: Name: NameFull: Zhang, Qiong IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 01195646 Numbering: – Type: volume Value: 35 – Type: issue Value: 3 Titles: – TitleFull: Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) Type: main |
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