Data Sheet 1_How teacher support shapes reading literacy among urban primary school pupils in China: evidence from achievement emotions and reading self-efficacy.pdf

Data were collected using validated self-report questionnaires for psychological constructs and a Chinese adaptation of the PIRLS assessment for reading literacy, followed by analysis using covariance-based structural equation modeling (CB-SEM).</p>Results<p>The structural model revealed that perceived teacher support significantly and positively predicted reading literacy (β = 0.446, p <0.001). Mediation analyses using bias-corrected bootstrapping demonstrated that achievement emotions significantly mediated the relationship between teacher support and reading literacy (β = 0.063, 95% CI [0.015, 0.115]).

Conversely, reading self-efficacy did not exhibit a significant independent mediation effect when accounting for emotional factors. The total model explained 31.3% of the variance in reading literacy.</p>Discussion<p>These findings highlight that teacher support enhances primary school pupils’ reading literacy primarily through emotional rather than cognitive-motivational pathways. The study extends existing literature by demonstrating that fostering emotionally supportive classroom environments and positive achievement emotions is a vital, yet often overlooked, pedagogical strategy for sustainable literacy development.</p>