A Study on Literary Reading of University Readers: Temporal, Spatial, Interest Factors and the Moderation of Renewal Intention

Authors

  • Jiexuan Liu Nanjing Normal University, China Author

DOI:

https://doi.org/10.63324/lec.2v.2i.105

Keywords:

ARIMA, Chinese Library, Classification (CLC), Literary borrowing behavio, Renewal intention, Structural equation modeling (SEM), Temporal-Spatial-Interest (TSI) factors

Abstract

This study investigates literary book borrowing dynamics at Nanjing Normal University (2016–2024), focusing on temporal-spatial-interest (TSI) factors and renewal intention’s moderation. Core data, segmented into 2016–2018, 2019–2021, and 2022–2024, includes gender, renewal status, monthly patterns, locations, and borrowing volumes across Chinese Library Classification (CLC) Category I subcategories. Principal Component Analysis derived TSI, SI, I, and S factors for regression, with renewal as a moderator and logarithmic total borrowing as the dependent variable. Structural Equation Modeling (SEM) explored latent structures, and ARIMA(1,0,0)(1,0,1) forecast trends. Findings show TSI exerts stronger influence than single/two-dimensional factors. TSI and renewal positively affect borrowing, peaking in 2019–2021, while renewal negatively moderates TSI’s impact. Subcategories under CLC Category I unveil distinct patterns between Chinese and world literature, mirroring the deepened interaction in literary reading interests between native and cross-regional literatures.   SEM confirms a dual-factor framework, and ARIMA accurately predicts seasonal fluctuations. These insights advance literary engagement theory and inform library resource optimization.

References

Allred, J. B., & Cena, M. E. (2020). Reading motivation in high school: Instructional shifts in student choice and class time. Journal of Adolescent and Adult Literacy, 64(1), 27–35. https://doi.org/10.1002/jaal.1058

Anderson, A., Sodani, D. G., Dennis, T., Smith, M., & Irvine Belson, S. (2025). The influence of culturally responsive literacy practices on students’ literacy motivation. SAGE Open, 15(2), 21582440251326378. https://doi.org/10.1177/21582440251326378

Arya, D. J., & Maul, A. (2021). Why sociocultural context matters in the science of reading and the reading of science: Revisiting the science discovery narrative. Reading Research Quarterly, 56(S1), S273–S286. https://doi.org/10.1002/rrq.393

Barreto Barrutia, I., Gómez, J., López, M., & Ruiz, P. (2025). Self-questioning of literary texts: A strategy for learning English as a second language. Revista Guillermo de Ockham, 23(1), 105–113. https://doi.org/10.21500/22563202.7103

Bassnett, S. (2009). Reflections on comparative literature in the twenty-first century. Teksty Drugie, 6, 111–119.

Bergé, A. (2024). Literature(s). In R. Barbanti, I. Ginot, M. Solomos, & C. Sorin (Eds.), Arts, ecologies, transitions: Constructing a common vocabulary (pp. 120–123). Routledge. https://doi.org/10.4324/9781003455523-31

Bissenbayeva, A. P., Cheng, C. J., Abdurakyn, N., Saparbayeva, N. B., & Serikbayeva, G. J. (2024). The influence of Chinese online novels on the values of adolescents. Integration of Education, 28(1), 125–139. https://doi.org/10.15507/1991-9468.114.028.202401.125-139

Bonanni, S. (2023). The voices of origins: Bonnefoy listening to Cavalcanti and Dante. Studi Francesi, 199(1), 24–32. https://doi.org/10.4000/studifrancesi.52191

Cairney, T. H. (2011). The place of literature in an increasingly virtual world. Publishing Research Quarterly, 27(2), 113–125. https://doi.org/10.1007/s12109-011-9215-6

Chan, Y. L., Cheng, X., & Tse, C. S. (2025). Eye on ambiguity: Effects of valence and valence ambiguity on silent word reading and surprise memory recall using pupillometry. Psychonomic Bulletin & Review. Advance online publication. https://doi.org/10.3758/s13423-025-02685-7

Clément, J. (2001). La littérature au risque du numérique. Document Numérique, 5(1–2), 113–134. https://doi.org/10.3166/dn.5.1-2.113-134

Crawford, J. (2021). Sabbath reading. Christianity and Literature, 70(3), 202–211. https://doi.org/10.1353/chy.2021.0026

Dalsgård, A. L. (2021). Reading times: Temporalities and time work in current everyday reading practices. Poetics Today, 42(2), 207–227. https://doi.org/10.1215/03335372-8883220

Davies, B., & Lupton, C. (2023). When your job is to read after work. Reception: Texts, Readers, Audiences, History, 15, 51–57. https://doi.org/10.5325/reception.15.1.0051

Dora, D., & Cosgrove, M. (2025). Conceptualising the pedagogue as wanderer: Wilhelm Genazino’s Wenn wir Tiere wären (2011) and Felicitas Hoppe’s Pigafetta (1999). German Life and Letters, 78(3), 304–320. https://doi.org/10.1111/glal.12443

Fischer, R. M. B., & da Silva, T. R. S. (2018). Literature and education: The pleasure of the text in between the margins of the school system. Revista Brasileira de Educação, 23, 0097. https://doi.org/10.1590/S1413-24782018230097

Freund, L., Kopak, R. I. C., & O’Brien, H. (2016). The effects of textual environment on reading comprehension: Implications for searching as learning. Journal of Information Science, 42(1), 79–93. https://doi.org/10.1177/0165551515614472

Gingras, F. (2006). Strip old novels corrosive neighborhoods in a manuscript of the thirteenth century (Chantilly, Condé 472). Études Françaises, 42(1), 13–38. https://doi.org/10.7202/012922ar

Gozli, D. G., Lockwood, P., Chasteen, A. L., & Pratt, J. (2018). Spatial metaphors in thinking about other people. Visual Cognition, 26(5), 313–333. https://doi.org/10.1080/13506285.2018.1445153

Gutiérrez-Romero, M. F., Escobar-Altare, A., & Montes-González, J. A. (2023). Inferences and comprehension of narrative texts in elementary school: An analysis from a dynamic systems perspective. Revista Electrónica Educare, 27(2). https://doi.org/10.15359/ree.27-2.15899

Hui, L. (2023). Line, loop, constellation: Classical Chinese poetry between Sinophone and Anglophone worlds. In A world history of Chinese literature (pp. 62–73). Routledge. https://doi.org/10.4324/9781003167198-7

Hutchinson, B. (2022). On purpose: Interest, disinterest and literature we can live by. Forum for Modern Language Studies, 58(2), 137–152. https://doi.org/10.1093/fmls/cqac026

Lindor, W. (2025). Experience retrieval exercise (ERE): A pedagogical approach to Shakespeare, race, and empire. Literature Compass, 22(1), e70019. https://doi.org/10.1111/lic3.70019

Ma, L., & Zhao, Z. (2025). Reading motivation and reading comprehension achievement among English majors in China: A descriptive correlational study. Heliyon, 11(3), e42427. https://doi.org/10.1016/j.heliyon.2025.e42427

Maden, S. (2018). Digital reading habits of pre-service Turkish language teachers. South African Journal of Education, 38, 1641. https://doi.org/10.15700/saje.v38ns2a1641

Mahon, Á., & O’Brien, E. (2018). Resonance, response, renewal: Literary education in Rorty and Cavell. Journal of Philosophy of Education, 52(4), 695–708. https://doi.org/10.1111/1467-9752.12330

McAllister, M., Lasater, K., Stone, T. E., & Levett-Jones, T. (2015). The reading room: Exploring the use of literature as a strategy for integrating threshold concepts into nursing curricula. Nurse Education in Practice, 15(6), 549–555. https://doi.org/10.1016/j.nepr.2015.07.012

Motte, W. (2018). Living room. Symposium: A Quarterly Journal in Modern Literatures, 72(2), 102–112. https://doi.org/10.1080/00397709.2018.1457366

Ndaka, F. M. (2025). Bodies out of place: Reading African masculinities within colonial and Western academic institutions. Research in African Literatures, 55(1). https://doi.org/10.2979/ral.00043

O’Toole, J. M., McKoy, K., Freestone, M., & Osborn, J. A. (2020). Scientific literacy: An exercise in model building. Education Sciences, 10(8), 204. https://doi.org/10.3390/educsci10080204

Obiols-Suari, N. (2025). Hermann Hesse and the perennial adolescence maze in his literary work. OCNOS, 24(1). https://doi.org/10.18239/ocnos_2025.24.1.499

Omari, O., & Arssi, A. (2024). Exploring self-regulated learning strategies in reading comprehension for English majors: A post-pandemic perspective. Journal of College Reading and Learning, 54(2), 103–124. https://doi.org/10.1080/10790195.2024.2359510

Ortiz Ballesteros, A. M. (2025). The selective bibliography on children’s literature by Aurora Medina (1910–2007): Contributions in female during Franco regime. Historia y Memoria de la Educación, 22, 279–310. https://doi.org/10.5944/hme.22.2025.36140

Robinson, A. (2020). Responding to informational texts across the efferent–aesthetic continuum in preschool. Reading Teacher, 74(3), 265–274. https://doi.org/10.1002/trtr.1936

Salam, W. J., & Al-Salahat, O. F. (2025). Approaching literary texts via online learning during COVID-19 pandemic in Jordan: Challenges and obstacles. E-Learning and Digital Media, 22(3), 213–228. https://doi.org/10.1177/20427530241232494

Shabani, V. S., & Hamiti, M. (2022). Literary time and literary space in imagism and Ezra Pound’s poetry. Academic Journal of Interdisciplinary Studies, 11(1), 330–340. https://doi.org/10.36941/ajis-2022-0029

Shi, L., & Zhu, Q. (2022). Association rule analysis of influencing factors of literature curriculum interest based on data mining. Computational Intelligence and Neuroscience, 2022, 6866134. https://doi.org/10.1155/2022/6866134

Sirković, N. (2022). Virginia Woolf: The art of writing and the un/common reader. Folia Linguistica et Litteraria, 13(43), 71–88. https://doi.org/10.31902/fll.43.2022.4

Smith, H. J., & Robertson, L. H. (2019). SCT and translanguaging-to-learn: Proposed conceptual integration. Language and Sociocultural Theory, 6(2), 213–233. https://doi.org/10.1558/LST.36955

Ștefan, E. A. (2023). When Shakespeare gets graphic: Revisiting Shakespearean tragedy through manga lenses. Analele Universității Ovidius Constanța, Seria Filologie, 33(2), 96–108.

Sunardi, A. M., Arafah, B., & Salija, K. (2018). Looking at the shared conception of teaching literature in an Indonesian ELT setting. Journal of Language Teaching and Research, 9(2), 316–327. https://doi.org/10.17507/jltr.0902.13

Telezhko, I., Ban’kova, N., Frolova, N., Goyushova, L., Zudilova, E., & Shkilev, R. (2024). Liminality as a reflection of transitional policies in literature and society. Relações Internacionais no Mundo Atual, 3(45), 582–599. https://doi.org/10.21902/Revrima.v3i45.7488

Thomas, L. (2025). Speed reading the novel: Reading dynamics and the value of reading at midcentury. American Literary History, 37(2), 370–399. https://doi.org/10.1093/alh/ajaf036

van der Sande, L., van Steensel, R., Fikrat-Wevers, S., & Arends, L. (2023). Effectiveness of interventions that foster reading motivation: A meta-analysis. Educational Psychology Review, 35(1), 21. https://doi.org/10.1007/s10648-023-09719-3

Viktorin, M. (2019). Exile, world literature, and anthropology: A reading of three Swedish narratives from Siberia. Anthropology and Humanism, 44(1), 38–53. https://doi.org/10.1111/anhu.12238

Webber, C., Wilkinson, K., Duncan, L. G., & McGeown, S. (2024). Adolescents’ perspectives on the barriers to reading for pleasure. Literacy, 58(2), 204–215. https://doi.org/10.1111/lit.12359

Yu, L., & Cai, L. (2025). Contemporary American literature in distance learning: Creating reading motivation and student engagement. Reading Research Quarterly, 60(2), e609. https://doi.org/10.1002/rrq.609

Downloads

Published

2025-09-02

How to Cite

Liu, J. (2025). A Study on Literary Reading of University Readers: Temporal, Spatial, Interest Factors and the Moderation of Renewal Intention. LinguaEducare: Journal of English and Linguistic Studies, 2(2), 77-112. https://doi.org/10.63324/lec.2v.2i.105