Emotion transmission in the home literacy environment: a model of parents’ reading enjoyment, parental reading support, adolescents’ reading self-concept, and adolescents’ reading enjoyment

Abstract The current study examines the associations between parents’ reading enjoyment and adolescents’ reading enjoyment within the home literacy environment, with particular attention to the mediating roles of parental reading support and adolescents’ reading self-concept. Structural equation modeling was conducted using data from PISA 2018, based on a representative sample of 6037 15-year-old students from 152 schools in Hong Kong. The results indicated that parents’ reading enjoyment was directly associated with adolescents’ reading enjoyment, although the effect size was small. Moreover, parents’ reading enjoyment was indirectly associated with adolescents’ reading enjoyment through parental reading support and adolescents’ reading self-concept. In addition, parental reading support and adolescents’ reading self-concept formed a sequential pathway linking parents’ and adolescents’ reading enjoyment. These findings underscore the importance of family-related factors in shaping adolescents’ reading enjoyment.