The Influencing Factors Of Student Participation In Reading Promotion Activitiess - Sichuan Technology And Business University

Abstract

The objectives of this research were to examine the impact of factors including incentive mechanisms, campus environment, and perceived interest on students' participation intention, to investigate the relationship between participation intention and actual engagement behavior, and to propose targeted strategies for academic libraries and educational administration departments to enhance participation rates. This quantitative study employed a stratified random sampling method targeting 420 students from Sichuan Technology and Business University, utilizing a self-designed structured questionnaire distributed via online platforms as the research instrument, and data were collected during the fall semester of the 2025-2026 academic year with subsequent analysis performed using SPSS 23.0 software and structural equation modeling to examine the relationships among variables. Major Findings: (1) On the influence of external factors on participation intention, it was found that incentive mechanisms and campus environment had significant positive effects on students' internal perceptions (perceived usefulness and perceived interest), while activity quality did not significantly influence perceived usefulness; (2) on the relationship between internal perception and participation behavior, it was found that perceived interest (β = 0.307, p < 0.001) and perceived usefulness (β = 0.292, p < 0.001) significantly and positively influenced participation behavior, with perceived interest exhibiting the strongest effect; and (3) on strategic recommendations to enhance participation, it was found that practical obstacles such as time constraints (68.18% of non-participants), lack of interest (81.82%), and insufficient information access (45.45%) were the primary barriers, suggesting the need for optimized incentive designs, supportive campus environments, and demand-oriented activity customization to bridge the intention-behavior gap.