Examining Teacher Support in Blended Reading Classrooms for College Students’ Academic Achievement

A convenience sampling method was employed to recruit 300 college students from Z University [ The utilization of the sample, data, and data analysis procedure of the present study has been approved by the medical ethics committee of Department of Psychology and Behavioral Sciences.], which is located in Z Province, China. The participants consisted of sophomore and junior students from various majors, all enrolled in parallel classes of either College English [ College English is one of the compulsory subjects for Chinese college students that provides systematic training in reading skills. Students are required to take 32 hours of classes every semester and participate in a standardized in-house English proficiency test at the end of term.] III or College English IV instructed by the same teacher. This homogeneous instructional context helped control for potential student-related variables.
This study employed a composite questionnaire comprising four adapted scales designed to assess: (1) students’ perceptions of teacher support, and (2) their reading engagement across behavioral, emotional, and cognitive dimensions.

本研究采用方便抽样法（convenience sampling），从中国Z省Z大学招募了300名大学生[本研究的样本使用、数据及数据分析流程已获得心理学与行为科学系医学伦理委员会批准]。参与对象为该校各专业的大二、大三学生，均修读由同一位教师授课的大学英语（College English）III或大学英语IV平行班课程。大学英语（College English）是中国大学生的必修科目之一，系统开展阅读技能训练，学生每学期需完成32学时课程，并在期末参加校内统一的英语水平测试。此种同质化的教学情境，有助于控制潜在的学生个体相关变量。
本研究采用由4个经过改编的量表组成的复合式问卷，旨在评估两项内容：(1) 学生对教师支持的感知情况；(2) 学生在行为、情感与认知三个维度上的阅读投入程度。