ORIGINAL RESEARCH article
Front. Hum. Dyn.
Sec. Digital Impacts
Volume 7 - 2025 | doi: 10.3389/fhumd.2025.1623865
Digital reading literacy, social reading motivation and social reading behaviour of middle school students -An analysis based on the mediating effect model
Provisionally accepted
- Changchun Normal University, Changchun, China
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Social reading, which integrates the benefits of social interaction and value co-creation, has gained significant popularity among adolescents. This study collected 2347 valid survey responses from middle school students across Beijing, Shanghai, Guangzhou and Shenzhen. Based on this dataset, we developed and empirically validated a social reading behavior model featuring a mediating relationship. The research specifically addressed the relative importance of digital reading literacy and social reading motivation in influencing social reading behavior. Our analysis revealed that when accounting for the mediating effect of social reading motivation, digital reading literacy demonstrates a stronger total effect on social reading behavior compared to the direct influence of social reading motivation. This finding suggested that digital reading literacy plays a pivotal role in shaping adolescents' social reading practices, highlighting the need for focused attention on developing this competency to enhance overall reading quality.The implications of this study were twofold: theoretically, it contributed to our understanding of how to improve reading quality and cultivate positive digital reading habits among middle school students; practically, it offered valuable insights for educational institutions, policymakers, and social reading platform developers to optimize their approaches to adolescent literacy development.
Keywords: Digital reading literacy, Digital Social Reading Behavior, middle school, Student Mediation Effect, Behavior driven Model
Received: 06 May 2025; Accepted: 17 Jul 2025.
Copyright: © 2025 Zhang and Wang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Wenyan Zhang, Changchun Normal University, Changchun, China
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