The Mediating Effect of Reading Attitude on the Relationship between School Climate and Reading Motivation

Abstract

This study aimed to examine whether reading attitude mediates the relationship between school climate and reading motivation among Junior High School students. A quantitative, descriptive-correlational design was used, and data were collected from 302 respondents through adapted and validated questionnaires. Statistical analyses, including the Mean, Pearson's correlation, and mediation analysis, were applied. Results showed that students perceived the school climate at a moderate level, while both reading attitude and reading motivation were high. Significant positive relationships were observed among all three variables. Mediation analysis revealed that the direct effect of school climate on reading motivation was not significant, while the indirect effect through reading attitude was significant, indicating that reading attitude fully mediates the relationship. These findings suggest that fostering a supportive and inclusive school climate can enhance students' motivation to read by cultivating positive attitudes toward reading. The study contributes empirical evidence highlighting the importance of integrating well-being and reading-focused interventions to strengthen literacy engagement and intrinsic motivation in Junior High School students.