The mediating role of learning strategies in the relationship between reading and academic achievement among middle school students in Korea / El rol mediador de las estrategias de aprendizaje en la relación entre lectura y rendimiento académico de los alumnos de secundaria en Corea

Abstract

Despite the recognized benefits of reading for academic success, the understanding of the mechanisms linking reading and academic achievement during adolescence remains limited. This study investigated the mediating role of learning strategies in the relationship between reading (i.e., reading attitudes and reading behaviours) and academic achievement (i.e., Korean, mathematics and English) during adolescence. Using longitudinal data, mediation analyses were conducted with a sample of Korean middle school students (N = 3,558; grades 7–9). After controlling for previous academic achievement and other covariates, the results indicated that more positive attitudes towards reading were directly and indirectly associated with improved academic achievement through the use of learning strategies. Furthermore, more engaged reading behaviours were indirectly associated with improved academic achievement through the use of learning strategies. These results were consistent across different academic subjects, highlighting the explanatory role of learning strategies in connecting reading to academic achievement. Our findings underscore the importance of improving attitudes and behaviours towards reading, as well as enhancing learning strategies, to support adolescents in their academic achievement.