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The role of parental involvement in adolescents’ digital reading performance

Author

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  • Hu, Jie
  • Zhuo, Yuqi
  • Guo, Yingjian

Abstract

Parental involvement has been shown to be correlated with children’s academic performance. This study divided parental involvement into behavioral involvement and emotional involvement to explore the correlation between parental involvement and digital reading performance. Data on 83,043 15-year-old students were extracted from the latest reading-themed cycle of the Programme for International Student Assessment (PISA 2018). Three-level hierarchical linear models (HLMs) were subsequently constructed to analyze the data. The findings demonstrated that 1) parental emotional involvement was positively correlated with adolescents’ digital reading performance; 2) previous parental behavioral support was positively correlated with adolescents’ digital reading performance, whereas unexpectedly, current parental behavioral support and school policies for parental behavioral involvement had reverse associations with the performance; and 3) the interaction was related to adolescents’ digital reading performance.

Suggested Citation

  • Hu, Jie & Zhuo, Yuqi & Guo, Yingjian, 2025. "The role of parental involvement in adolescents’ digital reading performance," Children and Youth Services Review, Elsevier, vol. 170(C).
    • Handle: RePEc:eee:cysrev:v:170:y:2025:i:c:s019074092500009x
    DOI: 10.1016/j.childyouth.2025.108126
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