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Mechanisms mediating the relation between reading self-concept and reading comprehension
Locher, Franziska Maria; Becker, Sarah; Schiefer, Irene Manon; u. a. (2021): Mechanisms mediating the relation between reading self-concept and reading comprehension, in: European journal of psychology of education, Dordrecht: Springer, Jg. 36, Nr. 1, S. 1–20, doi: 10.1007/s10212-020-00463-8.
Faculty/Chair:
Title of the Journal:
European journal of psychology of education
ISSN:
1878-5174
0256-2928
Publisher Information:
Year of publication:
2021
Volume:
36
Issue:
1
Pages:
Language:
English
Abstract:
Reading self-concept is an important predictor of reading comprehension and vice versa.
However, the mechanisms that are at work in this relation have yet to be identified. In line with the self-enhancement approach, we propose that in the reading domain, amount of reading, book choice (text difficulty and book length), and intrinsic reading motivation should function as mediating variables in the relation between reading self-concept and reading comprehension. We tested this hypothesis with longitudinal data gathered from N = 405 German students in Grades 7, 8, and 9. The results showed that reading selfconcept had a positive effect on reading comprehension, intrinsic motivation, book length, and amount of reading. However, indirect paths between reading self-concept and reading comprehension were found only for intrinsic motivation, not for amount of reading or book choice. The results are discussed in the context of students’ reading comprehension development, and consequences for research and education are derived.
However, the mechanisms that are at work in this relation have yet to be identified. In line with the self-enhancement approach, we propose that in the reading domain, amount of reading, book choice (text difficulty and book length), and intrinsic reading motivation should function as mediating variables in the relation between reading self-concept and reading comprehension. We tested this hypothesis with longitudinal data gathered from N = 405 German students in Grades 7, 8, and 9. The results showed that reading selfconcept had a positive effect on reading comprehension, intrinsic motivation, book length, and amount of reading. However, indirect paths between reading self-concept and reading comprehension were found only for intrinsic motivation, not for amount of reading or book choice. The results are discussed in the context of students’ reading comprehension development, and consequences for research and education are derived.
GND Keywords: ; ; ;
Deutschland
Schüler
Leseverstehen
Selbstbild
Keywords: ; ; ; ;
Reading self-concept
Self-enhancement approach
Intrinsic motivation
Reading behavior
Reading comprehension development
DDC Classification:
RVK Classification:
Peer Reviewed:
Yes:
International Distribution:
Yes:
Type:
Article
Activation date:
July 20, 2021
Versioning
Question on publication
Permalink
https://fis.uni-bamberg.de/handle/uniba/50033