专题:发展性阅读障碍群体服务研究

发展性阅读障碍对儿童阅读自我效能感的影响——基于PSM的实证分析

  • 马捷 ,
  • 李洪晨 ,
  • 王磊 ,
  • 赵天缘
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  • 1 吉林大学商学与管理学院 长春 130022;
    2 吉林大学信息资源研究中心 长春 130022;
    3 南京大学信息管理学院 南京 210023;
    4 长春汽车经济技术开发区第四小学 长春 130062
马捷,教授,博士,博士生导师;李洪晨,博士研究生,通信作者,E-mail:17864386276@163.com;王磊,德育校长,一级教师;赵天缘,博士研究生。

收稿日期: 2024-08-07

  修回日期: 2024-11-11

  网络出版日期: 2025-06-11

基金资助

本文系国家社会科学基金年度重点项目“面向阅读障碍群体的公共阅读服务研究”(项目编号:23ATQ005)研究成果之一。

The Impact of Developmental Dyslexia on Children’s Reading Self-Efficacy: An Empirical Analysis Based on Propensity Score Matching

  • Ma Jie ,
  • Li Hongchen ,
  • Wang Lei ,
  • Zhao Tianyuan
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  • 1 School of Business and Management, Jilin University, Changchun 130022;
    2 Information Resources Research Center, Jilin University, Changchun 130022;
    3 School of Information Management, Nanjing University, Nanjing 210023;
    4 NO. 4 Primary School of Changchun Automobile Economic and Technological Development Zone, Changchun 130062
Ma Jie,professor,PhD,doctoral supervisor;Li Hongchen,PhD candidate,corresponding author,E-mail:17864386276@163.com;Wang Lei,principal of moral education,first-grade teacher;Zhao Tianyuan,PhD candidate.

Received date: 2024-08-07

  Revised date: 2024-11-11

  Online published: 2025-06-11

Supported by

This work is supported by National Social Science Foundation’s annual key project titled “Research on Public Reading Services for Population with Dyslexia” (Grant No. 23ATQ005).

摘要

[目的/意义] 探究发展性阅读障碍儿童与阅读能力正常儿童阅读自我效能感的差异,分析发展性阅读障碍对阅读自我效能感不同细分维度的影响。研究结果将为图书馆专业人员、教育工作者设计针对性的阅读干预策略提供理论依据,以期提高发展性阅读障碍儿童的阅读自我效能感。[方法/过程] 采用倾向得分匹配(PSM)模型控制性别、年龄、智商潜在的混杂变量,分析发展性阅读障碍对儿童阅读自我效能感的影响。利用独立样本T检验,评估存在发展性阅读障碍儿童与阅读能力正常儿童在阅读自我效能感的不同维度上是否存在显著差异。[结果/结论] 发展性阅读障碍显著影响儿童阅读自我效能感,阅读障碍儿童的良好学习结果信念、目标达成感、天质感、积极的自我预期、自我确信、不良环境感、无能为力感、努力感水平显著性低于阅读能力正常儿童,易受干扰感、自我怀疑不存在差异。

本文引用格式

马捷 , 李洪晨 , 王磊 , 赵天缘 . 发展性阅读障碍对儿童阅读自我效能感的影响——基于PSM的实证分析[J]. 图书情报工作, 2025 , 69(12) : 20 -31 . DOI: 10.13266/j.issn.0252-3116.2025.12.002

Abstract

[Purpose/Significance] This scholarly inquiry seeks to delineate the disparities in reading self-efficacy between children afflicted with developmental dyslexia and their peers with typical reading competencies. It further endeavors to dissect the influence of developmental dyslexia on the distinct dimensions of reading self-efficacy. The outcomes of this research are poised to furnish a substantive theoretical framework for library professionals and educational practitioners in the formulation of specialized reading intervention programs. Such initiatives are intended to bolster the reading self-efficacy among children diagnosed with developmental dyslexia. [Method/Process] This study employs the Propensity Score Matching (PSM) model to analyze the impact of developmental dyslexia on children’s reading self-efficacy and uses the Independent Samples T-test to analyze the differences in the dimensions of reading self-efficacy between children with developmental dyslexia and those without. [Results/Conclusions] Developmental dyslexia significantly affects children’s reading self-efficacy; children with developmental dyslexia exhibit significantly lower levels of belief in positive learning outcomes, sense of achievement, innate talent, positive self-expectancy, self-assurance, perception of adverse environments, feelings of powerlessness, and sense of effort compared to children without dyslexia, with no differences in susceptibility to interference or self-doubt.

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