کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
6845823 621207 2014 10 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Reading achievement and reading self-concept - Testing the reciprocal effects model
ترجمه فارسی عنوان
دستاورد خواندن و خواندن خودپنداره - تست مدل اثرات متقابل
کلمات کلیدی
دستاورد خواندن، خواندن مفهوم خود، اثرات متقابل،
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روانشناسی رشد و آموزشی
چکیده انگلیسی
Although there is a vast amount of research on reading motivation, evidence for bidirectional associations between reading self-concept and reading achievement is still missing, whereas there is compelling empirical evidence that suggests reciprocal effects between academic self-concept and achievement in other domains. This paper aimed to rigorously test reciprocal effects between reading self-concept and reading achievement within a longitudinal design comprising four waves of data collection. Drawing on a sample of N = 1508 secondary school students, results of structural equation modeling yielded support for reciprocal effects between reading self-concept and reading achievement. Strong support was found for the skill-development hypothesis, i.e. achievement predicting self-concept. Moreover, the self-enhancement hypothesis (self-concept predicting achievement) was corroborated in early years of secondary school. Thus, to best support poor readers, reading skills should perhaps be fostered by boosting the reading skill itself and reading self-concept, the latter particularly at the beginning of secondary school.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Instruction - Volume 29, February 2014, Pages 21-30
نویسندگان
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