Abstract

This study aims to evaluate the roles of social-emotional development, academic grit and subjective well-being in reading-writing motivation. Altogether 582 fourth-grade primary school students were sampled and invited to complete four different scales. The findings are: (1) Social-emotional development is correlated with reading-writing motivation, academic grit and subjective well-being. (2) Academic grit and subjective well-being play full mediating role in the relationship between social-emotional development and reading-writing motivation. (3) Although social-emotional development can be high in line the proposed model, the students with low academic grit and subjective well-being might have low reading-writing motivation. Practice or Policy: The results may provide a contribution for programs that could be prepared in relation to in these fields.

摘要

本研究旨在评估社会情感发展、学术勇气和主观幸福感在阅读写作动机中的作用。总共抽取了 582 名四年级小学生，并邀请他们完成四个不同的量表。研究结果是：（1）社会情感发展与阅读写作动机、学术勇气和主观幸福感相关。(2)学业毅力和主观幸福感在社会情感发展与阅读写作动机的关系中发挥充分的中介作用。(3) 虽然社会情感发展可能与所提出的模型一致，但学术勇气和主观幸福感较低的学生可能阅读写作动机较低。实践或政策： 结果可能会为可以在这些领域中准备的计划做出贡献。