Reading and Writing Research Based on Surname Group in a University (2012-2023)

Abstract The study aims to investigate how surnames influence academic achievements and hierarchy in higher education. It analyzes millions of book circulation records at Nanjing Normal University’s library from 2012 to 2023. The study employs various data analysis techniques such as Kendall coefficients, binary logistic regression, factor analysis, scale optimization, survival analysis, factor analysis, and structural equation modeling to examine the reading and writing patterns of the top 300 surnames. The results are analyzed within the framework of female-dominated education and teacher preparation. The results suggest a noticeable pattern of consistency in 12-year book borrowing and renewing habits within the top 300 reader surnames, and a complex hierarchical misalignment between the reader hierarchy, book category hierarchy, and author hierarchy, resulting in a staggered correspondence. Since the COVID-19 pandemic, readers with surnames above the average have shown a decreased willingness to use the book renewal service. This decreased intention has had a more pronounced effect on the logical rationality of readers, resulting in a negative impact on females and literary books, and a positive impact on STEM books.