Abstract
The main purpose of this study was to test the fit of model of the relationships among students’ satisfaction with the library, familial reading environments and whose reading attitudes. Further, it tried to find out whether the familial reading environments and satisfaction with the library affect the students’ reading attitudes, and then explored the direct, indirect and total effects between the students’ satisfaction with the library, familial reading environments, and reading attitudes.
 The participants of this study included 714 high school students (356 male, 358 female), and the findings suggested that (1) the theoretical model of students’ satisfactions with the library, familial reading environments, and reading attitudes using Structural Equation Modeling was supported; (2) students’ satisfactions with the library were in connection with their familial reading environments; (3) students’ satisfactions of library and familial reading environments had a significantly positive effect on students’ reading attitudes.
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