RESEARCH PAPERS

Research on the Reading Self-Efficacy Path in Preschool Children from the Perspective of Multiple Intelligences Theory

  • Xu Xiaojuan ,
  • Zhou Liyun ,
  • Zhao Zerui
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  • 1 School of Management, Anhui University, Hefei 230601;
    2 School of Public Administration, Sichuan University, Chengdu 610065
Xu Xiaojuan, associate professor, PhD, E-mail: xuxiaojuan@ahu.edu.cn; Zhou Liyun, master candidate; Zhao Zerui, doctoral candidate.

Received date: 2024-09-02

  Revised date: 2024-12-03

  Online published: 2025-05-16

Supported by

This work is supported by the National Social Science Fund of China project titled “Research on the Influence Mechanism and Experience Optimization of Digital Narration in the Cultural Heritage Field from the Perspective of Value co-creation” (Grant No. 24BTQ065).

Abstract

[Purpose/Significance] Preschoolers have different intelligence structures, and the different combinations of these intelligence structures result in different characteristics of reading self-efficacy. Clarifying the pathways through which multiple intelligence factors influence preschoolers’ reading self-efficacy is instrumental in enhancing and enriching the theoretical foundations and practical approaches of early childhood literacy, enabling more targeted interventions, guidance, and promotion of preschoolers’ reading abilities. [Method/Process] This study conducted field research on 58 preschoolers aged 3 to 6, and employed fuzzy-set qualitative comparative analysis (fsQCA) from a configurational perspective to investigate the relationships and synergistic effects among the factors influencing preschool children’s reading self-efficacy. A relationship model between multiple intelligence factors and reading self-efficacy in preschoolers was constructed. [Result/Conclusion] There is no single factor as a necessary condition for the eight antecedent conditions of multiple intelligences, but rather a coupling of multiple factors to achieve the development of reading self-efficacy in preschoolers, manifested as two characteristic paths: “interactive + introspective” and “interactive +analytic”. In addition, the utility of musical, linguistic, and spatial intelligence in these paths is relatively limited, and they are marginal or irrelevant conditions. Low reading self-efficacy is divided into three paths: “intrapersonal intelligence +interpersonal intelligence”, “intrapersonal intelligence +logical intelligence”, and “intrapersonal intelligence+ naturalistic intelligence”. The non-set of high reading self-efficacy among preschoolers is not an effective configuration of low reading self-efficacy, indicating an “asymmetric” phenomenon in the high and low reading self-efficacy of preschoolers. The research results contribute to expanding the application of the theory of multiple intelligences in reading. In the context of promoting reading among preschoolers, different combinations of multiple intelligences and reading self-efficacy exhibit different characteristics.

Cite this article

Xu Xiaojuan , Zhou Liyun , Zhao Zerui . Research on the Reading Self-Efficacy Path in Preschool Children from the Perspective of Multiple Intelligences Theory[J]. Library and Information Service, 2025 , 69(10) : 74 -83 . DOI: 10.13266/j.issn.0252-3116.2025.10.007

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