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.

本研究采用便利抽样(convenience sampling)法，从中国Z省Z大学招募300名在校大学生。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(Department of Psychology and Behavioral Sciences)医学伦理委员会的审批。参与者均为来自不同专业的大二、大三学生，且均修读由同一教师授课的大学英语(College English)Ⅲ或大学英语Ⅳ平行教学班。其中，大学英语是中国大学生的必修课程之一，系统开展阅读技能训练；学生每学期需修满32学时课程，并在学期末参与校内统一组织的英语水平标准化测试。这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。
本研究采用包含四份改编量表的复合问卷，用于评估两项内容：(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。