The relationships between maternal educational Level, maternal literacy beliefs, home literacy activities, and children's Chinese word reading ability among Hong Kong preschool students

Abstract

Previous research has demonstrated a significant impact of parental involvement, particularly from mothers, on children’s educational performance. Although some studies have found a significant correlation between maternal education and children’s word reading ability, there is limited research on the mediating effects of maternal literacy beliefs or home literacy activities on this relationship. To further explore this area, the current study examines the potential mediating roles of maternal literacy beliefs and home literacy activities in the relationship between maternal educational level and children’s Chinese word reading ability among Hong Kong preschool students. 173 pairs of mothers and children (M = 69.2 months; SD = 6.34 months) were recruited from preschools. The mothers completed questionnaires about their demographics, frequency of home literacy activities, and their beliefs in children’s Chinese literacy learning. The children completed tests assessing their Chinese word reading ability. The mediation analysis revealed no significant mediation effects of maternal beliefs in Chinese literacy learning or home literacy activities on the relationship between maternal educational level and children’s Chinese word reading ability. However, significant associations were found between maternal educational level and maternal beliefs in Chinese literacy learning, between maternal educational level and home literacy activities, and between home literacy activities and children’s Chinese word reading ability. The findings underscore the importance of fostering an enriching and strategic learning environment for children, and developing comprehensive teaching strategies to optimize their positive outcomes.