The Influence of Family Socio-Economic and Cultural Status on Students’ Reading Literacy Performance: The Chain Mediating Effect of Parents’ Emotional Support and Academic Competition Consciousness and the Moderating Effect of Teacher Motivation

目的：基于PISA2018的数据探讨我国4省市学生家庭经济社会文化地位与学生阅读素养成绩的关系。方法：运用SPSS22.0及宏程序PROCESS对PISA2018我国4省市数据进行分析。结果：中介及调节效应检验结果显示，家庭经济社会文化地位不仅能直接影响学生的阅读素养成绩，也可以通过父母情感支持和学业竞争意识间接影响阅读素养成绩，还可以通过父母情感支持→学业竞争意识的链式中介间接影响阅读素养成绩。同时教师激励在该链式中介中起调节作用。结论：家庭经济社会文化地位既能直接影响学生的阅读素养成绩，也能通过父母情感支持和学业竞争意识的中介作用及其链式中介作用影响学生阅读素养成绩，且教师激励在链式中介路径中起调节作用。Objective: Based on the data of PISA2018, this paper explores the relationship between students’ family economic, social and cultural status and students’ reading literacy scores in four provinces and cities in China. Methods: SPSS22.0 and macro program PROCESS were used to analyze the data of PISA2018 in four provinces and cities in China. Results: The results of mediating and moderating effects test showed that family socio-economic and cultural status could not only directly affect students’ reading literacy performance, but also indirectly affect reading literacy performance through parental emotional support and academic competition awareness. It could also indirectly affect reading literacy performance through the chain mediation of parental emotional support→academic competition awareness. At the same time, teacher motivation plays a regulatory role in the chain intermediary. Conclusion: Family experience of social and cultural status can not only directly affect students’ reading literacy performance, but also affect students’ reading literacy performance through the mediating role of parents’ emotional support and academic competition awareness and their chain mediating role, and teacher motivation plays a moderating role in the chain mediating path.