An empirical study of college students’ reading engagement on academic achievement

Abstract

With the popularity of Internet technology, reading has developed in the direction of digitalization and mobileization. And entering the metaverse era, both the subject and object of reading may be redefined, presenting a new developmental pattern. This process brings a crisis to reading, such as the fragmentation of reading, the obstruction of reading needs, and the replacement of classical reading. However, reading is still an important way for college students to acquire new knowledge, broaden their horizons and improve their skills. The existence of reading crises inevitably affects the academic achievement of college students. Therefore, from the perspective of university management, this paper conducts regression analysis on 1,155 effective samples of colleges and universities in Anhui Province, extracts the factors that affect college students’ reading engagement, and further explores the relationship between college students’ reading engagement and academic achievement. The study concluded that: (1) in terms of family reading culture, students who grow up in families with good family reading culture perform better in reading engagement. The amount of family books, family reading education and family reading atmosphere all have significant positive effects on reading time and reflective reading strategies of college students. (2) In the cultivation of reading habits in colleges and universities, the course-driven mechanism and the atmosphere stimulating mechanism have a significant positive effect on students’ reading time. The course-driven mechanism, resource supporting mechanism and atmosphere stimulating mechanism have a significant positive effect on the critical reading strategy of college students. (3) In terms of reading time, it is only found that the reading time spent on paper books has a significant positive effect on college students’ academic achievement and professional quality. (4) In terms of reading strategies, the replicative reading strategy only has a significant positive effect on the improvement of college students’ academic achievement and professional quality. The critical reading strategy has a significant positive effect on the professional quality, general ability and career planning ability of college students.