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Abstract
This study proposed and tested a structural model of the effects of family cultural capital and reading motivation on reading behaviour in elementary school students. Participants were 467 fifth and sixth graders from elementary schools in Changhua County, Taiwan. The instruments employed in this study included the Family Cultural Capital Scale, Reading Motivation Scale, and Reading Behaviour Scale. The analyses revealed: (a) The observed data fit the proposed model; (b) family cultural capital had a significant direct effect on reading motivation; (c) reading motivation had a significant direct effect on reading behaviour; and (d) family cultural capital had a significant indirect effect on reading behaviour. Implications emerging from these findings are provided for both school personnel and researchers.
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