A Study on Factors Influencing Digital Reading Behavior of Junior High School Students

Abstract

Abstract The present study aimed to explore the impact pathway of digital reading willingness and behavior among junior high school students in Guangxi’s developed urban areas, so as to improve the digital reading quality of teenagers. This study took students from key junior high schools in Nanning, Guilin, and Liuzhou as the research subjects. The UTAUT model retained three factors, performance expectation, effort expectation, and social impact, while introducing two variables, perceived risk and immersive experience, to jointly develop a factor model for the digital reading behavior of junior high school students in Guangxi. After conducting a questionnaire survey using an “online + offline” method, 497 valid questionnaires were obtained. SPSS 23 was used to perform reliability and validity analysis and descriptive statistical analysis, while AMOS 26.0 was used to conduct discriminant validity analysis, model adaptation analysis, hypothesis testing, and path analysis. The research conclusion was that performance expectations, effort expectations, social impact, and immersive experience all had a positive and significant impact on the digital reading willingness of junior high school students; performance expectations, effort expectations, social impact, and immersive experience positively influenced their digital reading behavior through their digital reading willingness, while perceived risk was found to have no significant impact on digital reading willingness and corresponding behavior. This article used a composite research method to study a sample of student groups in specific regions. It was an early introduction of immersive experience and perceived risk indicators in the study of digital reading behavior, specifically exploring the digital reading patterns of junior high school students who had received less attention in previous studies but were in a critical period of growth.