Evolving information and communication technology (ICT) reshapes people's reading activities by popularizing digital reading. Past studies focused on the relationships between students' frequency of ICT use and reading performance but neglected the possible interrelationships between students' ICT-related psychological factors, school contextual factors, and reading performance. This study applied the Self-determination Theory (SDT) to explore the relationships between students' ICT-related psychological factors (perceived interest, autonomy, competence, and social interaction in using ICT) and reading performance. The possible moderation effects of schools' contextual variables (schools' support in ICT devices and schools' support in teachers' capacity to integrate technology in teaching) were also investigated. Data from 222,293 secondary students from 10,103 schools in 47 economies who participated in the Program for International Student Assessment (PISA) 2018 were analyzed using three-level hierarchical linear modeling. The results provided support for the SDT by confirming the positive correlations between students' ICT-related interest, autonomy and competence and reading performance, and the accentuating moderation effect of schools' contextual factors. However, students' perceived social interaction in ICT use was negatively correlated with reading performance, and this negative correlation worsened with increasing schools' support in ICT devices while buffered with increasing schools' support in teachers' capacity to use technology.