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Background: Socioeconomic status (SES) is important in students' reading development. The mechanism of how they are linked, however, is underexplored. Aims: This research aimed to explore whether reading self‐concept mediates the link between SES and reading achievement and whether teacher support moderates the direct and indirect link between SES and reading achievement. Samples: Using PISA 2018 database, we selected 17,346 15‐year‐olds from 537 schools in B‐S‐J‐Z (China) and the United States (U.S.). Methods: Multilevel linear models were calculated to explore the potential mediation of self‐concept and the potential moderation of teacher support between SES and reading achievement. Results: Results reveal that reading self‐concept mediated the link between SES and reading achievement at student level both in China and the United States, and teacher support moderated the link between SES and reading self‐concept both at student level and school level only in China, but not in the United States. Conclusion: Our research highlights the importance of self‐concept and teacher support in improving students' reading achievement, especially for students of low SES, which has important theoretical significance and practical enlightenment for reading instruction. [ABSTRACT FROM AUTHOR]

The article presents a research on teacher feedback on student learning, possible mediating role of reading self-concept and the moderating role of disciplinary climate at both student level.

Based on expectancy-value theory, this research examined the link between student-perceived teacher-support and reading literacy via multiple mediation effect of reading self-concept and reading enjoyment with a Chinese sample of PISA 2018. Student-reported measures of teacher support, reading enjoyment and reading self-concept, and standardized tests of reading literacy were adopted. Multilevel mediation analysis showed that the direct effect of student-perceived teacher support on reading literacy is not significant at the school level, but significant at the student level, and the indirect effect of student-perceived teacher support on reading literacy through reading enjoyment, reading self-concept, first reading self-concept and then reading enjoyment is significant both at the student level and at the school level with SES and gender controlled. The present results indicate that perceived teacher support is beneficial to student learning by fostering academic self-concept and academic enjoyment. The current results have significant practical implications for teaching practices. • The link between perceived teacher support and reading literacy is mediated by reading enjoyment. • The link between perceived teacher support and reading literacy is mediated by reading self-concept. • The link between perceived teacher support and reading literacy is serially mediated by self-concept and then enjoyment. [ABSTRACT FROM AUTHOR]