A Study On The Influencing Factors Of Digital Reading Behavior Among Junior High School Students In Three Urban Districts Of Guangxi

With the development of information technology,various digital devices are becoming increasingly popular,which has changed people’s reading methods to some extent.Most people are gradually shifting from traditional paper reading to digital reading.The number of digital reading among middle school students in urban areas of Guangxi is also on the rise,but under the background of digital environment,the information quality is uneven,and its digital reading quality will also be affected.Therefore,it is of certain significance to study the factors affecting the digital reading behavior of junior middle school students in Guangxi urban area.The article takes junior high school students from key middle schools in Nanning,Guilin,and Liuzhou as the research objects.Based on the UTAUT model,while retaining the three factors of performance expectations,effort expectations,and social impact in the original model,the article introduces two variables: perceived risk and immersive experience to jointly construct a factor model for the digital reading behavior of junior high school students in the three urban areas of Guangxi.A formal questionnaire survey was conducted using an "online+offline" approach,and 497 valid questionnaires were obtained through data cleaning.SPSS 23.0 was use to conduct reliability and validity analysis and descriptive statistical analysis on the questionnaire.AMOS226.0 was use to conduct confirmatory factor analysis,convergent validity analysis,discriminant validity analysis,model fitness analysis,hypothesis testing,and path analysis on the questionnaire.The research conclusion is that performance expectations,effort expectations,social impact,immersion experience,and digital reading willingness all have a positive and significant impact on the digital reading willingness of middle school students in the three urban areas of Guangxi;Performance expectations,effort expectations,social impact,and immersive experience positively affect their digital reading behavior through their willingness to read numbers;Perceived risk does not affect the willingness or behavior of middle school students in the three urban areas of Guangxi to read numbers.Through this study,it is hoped that relevant departments will become gatekeepers for the quality of digital reading resources;Schools should help students improve their digital reading skills;Parents should guide and regulate their children’s reading behavior correctly,and cultivate good digital reading habits.We will work together to create a good digital reading environment,improve the digital reading level of middle school students in the three urban areas of Guangxi,and provide reference significance for the digital reading practice work of middle school students in other regions.