ISSN: 2226-6348
Open access
Chinese language education is a cornerstone of China’s basic education system, pivotal not only for language skill development but also for enhancing students’ cultural literacy and cognitive growth. However, a persistent challenge is students’ lack of interest in reading, which adversely affects learning outcomes. Prior studies suggest that gender differences may influence reading interests and Chinese language achievement, with female students often outperforming males, particularly in middle school. Yet, whether reading interests mediate the relationship between gender and achievement remains underexplored. This study empirically investigates the interplay among gender, reading interests, and Chinese language achievement, offering evidence-based insights for pedagogical practice. We developed a three-dimensional reading interest framework—"Emotional-Imagery," "Logical-Analytical," and "Integrative-Practical"—to categorize students’ reading preferences. Data were collected via a survey of 370 undergraduate students from a university in Heilongjiang Province, yielding 329 valid responses. Analytical methods included t-tests, Pearson correlation analysis, and Bootstrap mediation analysis to ensure robust and reliable findings. Results revealed significant gender differences in reading interests: males scored higher in "Logical-Analytical" (p < 0.001) and "Integrative-Practical" (p < 0.001) types, while no significant difference emerged in "Emotional-Imagery" (p = 0.463). Only "Emotional-Imagery" interests showed a significant positive correlation with Chinese language achievement (r = 0.110, p < 0.05). Gender exerted a significant total effect on achievement (p = 0.011), but the indirect effects via reading interests were nonsignificant (95% CI included 0), with the model explaining limited variance (R² = 0.052), suggesting other factors may predominate. We recommend educators prioritize cultivating "Emotional-Imagery" reading interests, such as through emotionally resonant literature, and adopt gender-tailored teaching strategies. Schools should also promote reading engagement through targeted activities. Future research should broaden sample diversity and incorporate additional variables (e.g., family background, motivation) to elucidate the mechanisms driving Chinese language achievement.
Baron-Cohen, S. (2005). The essential difference: The male and female brain. In Phi Kappa Phi Forum, 85(1), 23-26.Retrived from https://www. researchgate.net
Carmichael, C., & Hay, I. (2009). Gender Differences in Middle School Students: Interests in a Statistical Literacy Context. Annual conference of the Mathematics Education Research Group of Australasia (pp. 97-104). Mathematics Education Research Group of Australasia, 97-104. Mathematics Education Research Group of Australasia
Chen, & Liu. (2011). The gap in reading literacy between male and female students is a worldwide problem. Shanghai Academy of Educational Sciences. https://www.cnsaes.org.cn/homepage/html/resource/res12/4728.html
Chen, R., & Zhang, L. (2024). On Chinese learning strategies of learners from Central Asian countries: an analysis of gender, age, and learning duration effects. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1372005
Dai, Z. (2024). Practical exploration of cultivating students' reading literacy in junior high school Chinese teaching. Enlightenment and Wisdom (Part 1), (7), 89-91.
Kong, D., Li, H. (2023). Analysis of Reading Literacy in the PISA Examination and Its Enlightenment to Chinese Reading Education.
Eccles, J. S. (2005). Influences of parents' education on their children's educational attainments: the role of parent and child perceptions. London Review of Education, 3(3). https://doi.org/10.1080/14748460500372309
Gov. (2010). National Medium- and Long-Term Education Reform and Development Plan (2010-2020). https://www.gov.cn/jrzg/2010-07/29/content_1667143.htm
Han, L. (2020). Analysis of the reasons for low Chinese Gaokao scores and rational suggestions. Teaching and Management, (9), 119-121. (online) https://cstj.cqvip.com/Qikan/Article/Detail?id=7101393502
Huang, J., & Jiang, G. (2022). The Predictive Effects of Gender and Academic Discipline on Foreign Language Enjoyment of Chinese High School Students. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.802152
Jabbar, A., & Warraich, N. F. (2022). Gender differences in leisure reading habits: A systematic review of literature. Global Knowledge, Memory and Communication, 72(6/7), 572-592. https://doi.org/10.1108/gkmc-12-2020-0200
Jin, H., Jiao, S., Ma, X., & Xia, Y. (2024). Cultural capital as a predictor of school success: Evidence and gender differences in Chinese middle schools. Humanities and Social Sciences Communications, 11(1). https://doi.org/10.1057/s41599-024-03382-x
Kimura, D. (2000). Sex and cognition. MIT Press.
Kissau, S. (2006). Gender Differences in Motivation to Learn French. The Canadian Modern Language Review, 62(3), 401-422. https://doi.org/10.3138/cmlr.62.3.401
Li, M., Hao, Y., & Wang, J. (2019). Meta-analysis of gender differences in academic performance of students in compulsory education: An empirical study based on large-scale academic quality monitoring data. Educational Science Research, (11), 45-56.
Lindberg, S. M., Hyde, J. S., Petersen, J. L., & Linn, M. C. (2010). New trends in gender and mathematics performance: A meta-analysis. Psychological Bulletin, 136(6), 1123-1135. https://doi.org/10.1037/a0021276
McGeown, S., Goodwin, H., Henderson, N., & Wright, P. (2011). Gender differences in reading motivation: Does sex or gender identity provide a better account? Journal of Research in Reading, 35(3), 328-336. https://doi.org/10.1111/j.1467-9817.2010.01481.x
Ren, X. (2020). Investigation on the differences in academic performance between male and female students and their influencing factors: Taking junior high school Chinese as an example. Middle School Teaching Reference, (6). https://doi.org/10.3969/j.issn.1674-6058.2020.06.045
Shi, H. (2018). Analysis of learning differences between male and female students in junior high school Chinese and research on improvement strategies. The Road to Success in Composition (Middle), (6), 12.
Sun, W. (2020). Strategies for cultivating students' reading ability in junior high school Chinese teaching. International Education Forum, 2(10), 103. https://doi.org/10.32629/jief.v2i10.2321
Wang, X. (2010). Research on gender roles in high school Chinese textbooks and the cultivation of students' gender awareness [Doctoral dissertation, Inner Mongolia Normal University].
Wang, Z. (2010). Research on intrinsic motivation in English learning among rural junior high school students. Business Situation, (18), 66.
Wigfield, A., & Guthrie, J. T. (1997). Relations of children's motivation for reading to the amount and breadth or their reading. Journal of Educational Psychology, 89(3), 420-432. https://doi.org/10.1037//0022-0663.89.3.420
Wirth, L., Kuhl, P., & Ehmke, T. (2022). Relationships Between Language-Related Variations in Text Tasks, Reading Comprehension, and Students’ Motivation and Emotions: A Systematic Review. Journal of Language and Education, 8(2), 179-191. https://doi.org/10.17323/jle.2022.13572
Witkin, H. A. (1971). Group embedded figures test. PsycTESTS Dataset. https://doi.org/10.1037/t06471-000
Yang, J., Zheng, G., Ren, M., & Wang, S. (2020). What reading means to writing: An empirical study on the impact of Chinese reading level and reading engagement on writing performance. Journal of China Education, (2), 65-71.
Zhang, L. (2007). Research on the current situation and countermeasures of gender difference education in middle school Chinese teaching. Journal of Shandong Institute of Education, (1), 67-70.
Zhang, Q. (2009). Research on Chinese reading and writing teaching based on students' gender differences. Yangzhou University Education Journal.
Chunyan, L., & Nasri, N. B. M. (2025). Gender Differences in Reading Interests among High School Students and their Impact on Chinese Language Achievement: A Quantitative Analysis Using a Three-Dimensional Classification Model. International Journal of Academic Research in Progressive Education and Development, 14(2), 1211–1227.
Copyright: © 2025 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode