| Summary: | 碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 107 === The purpose of this study was to explore the effects of reading enjoyment and classroom management skills for teachers on reading engagement, and to examine whether the impact of reading engagement would be moderated by the classroom management skills for teachers. The participants were 5,599 fifteen-year-od junior high school students from 158 different schools in Taiwan, who participated in the Programme for International Student Assessment(PISA) in 2009. The result of multi-level analysis indicated: (1) The reading enjoyment could effectively predict reading engagement. (2) The classroom management skills for teachers had significant contextual effects, and could positively predict the reading engagement of junior high school students (3) The influence of reading enjoyment on reading engagement was not moderated by classroom management skills for teachers. At last, the suggestions of instructional practice and future research are proposed.
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