Gender Differences in Reading Interests among High School Students and their Impact on Chinese Language Achievement: A Quantitative Analysis Using a Three-Dimensional Classification Model

Abstract

Chinese language education is a cornerstone of China’s basic education system, pivotal not only for language skill development but also for enhancing students’ cultural literacy and cognitive growth. However, a persistent challenge is students’ lack of interest in reading, which adversely affects learning outcomes. Prior studies suggest that gender differences may influence reading interests and Chinese language achievement, with female students often outperforming males, particularly in middle school. Yet, whether reading interests mediate the relationship between gender and achievement remains underexplored. This study empirically investigates the interplay among gender, reading interests, and Chinese language achievement, offering evidence-based insights for pedagogical practice. We developed a three-dimensional reading interest framework—"Emotional-Imagery," "Logical-Analytical," and "Integrative-Practical"—to categorize students’ reading preferences. Data were collected via a survey of 370 undergraduate students from a university in Heilongjiang Province, yielding 329 valid responses. Analytical methods included t-tests, Pearson correlation analysis, and Bootstrap mediation analysis to ensure robust and reliable findings. Results revealed significant gender differences in reading interests: males scored higher in "Logical-Analytical" (p < 0.001) and "Integrative-Practical" (p < 0.001) types, while no significant difference emerged in "Emotional-Imagery" (p = 0.463). Only "Emotional-Imagery" interests showed a significant positive correlation with Chinese language achievement (r = 0.110, p < 0.05). Gender exerted a significant total effect on achievement (p = 0.011), but the indirect effects via reading interests were nonsignificant (95% CI included 0), with the model explaining limited variance (R² = 0.052), suggesting other factors may predominate. We recommend educators prioritize cultivating "Emotional-Imagery" reading interests, such as through emotionally resonant literature, and adopt gender-tailored teaching strategies. Schools should also promote reading engagement through targeted activities. Future research should broaden sample diversity and incorporate additional variables (e.g., family background, motivation) to elucidate the mechanisms driving Chinese language achievement.