Literaturnachweis - Detailanzeige
Autor/inn/en | Petscher, Yaacov; Al Otaiba, Stephanie; Wanzek, Jeanne; Rivas, Brenna; Jones, Francesca |
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Titel | The Relation between Global and Specific Mindset with Reading Outcomes for Elementary School Students |
Quelle | In: Scientific Studies of Reading, 21 (2017) 5, S.376-391 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1088-8438 |
DOI | 10.1080/10888438.2017.1313846 |
Schlagwörter | Elementary School Students; Grade 4; Reading; Reading Comprehension; Predictor Variables; Achievement Tests; Reading Tests; Factor Analysis; Structural Equation Models; Regression (Statistics); Factor Structure; Cognitive Structures; Surveys; Statistical Analysis; Woodcock Johnson Tests of Achievement; Gates MacGinitie Reading Tests; Patterns of Adaptive Learning Survey School year 04; 4. Schuljahr; Schuljahr 04; Leseprozess; Lesen; Leseverstehen; Prädiktor; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; Faktorenanalyse; Regression; Regressionsanalyse; Faktorenstruktur; Cognitive structure; Kognitive Struktur; Survey; Umfrage; Befragung; Statistische Analyse |
Abstract | An emerging body of research has evaluated the role of growth mindset in educational achievement, yet little work has focused on the unique role of mindset to standardized reading outcomes. Our study presents 4 key outcomes in a sample of 195 fourth-grade students. First, we evaluated the dimensionality of general and reading-specific mindset and found that a global factor of growth mindset (GGM) existed along with specific factors of general and reading mindset. Second, GGM and reading mindset strongly predicted word reading and reading comprehension. Third, GGM and reading mindset uniquely predicted reading comprehension after controlling for basic word reading skills. Fourth, GGM was more strongly associated with reading comprehension for those individuals with weaker reading comprehension skills, whereas reading mindset was more strongly associated with reading comprehension for those with stronger reading comprehension skills. Our findings suggest the potential importance of assessing general and reading-specific mindset linked to reading. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |