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Autor/inn/en | Ma, Lihong; Xiao, Leifeng; Li, Qi |
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Titel | Mediation of Self-Concept and Moderation of Teacher Support between SES and Reading Achievement: Evidence from China and the United States |
Quelle | In: British Journal of Educational Psychology, 93 (2023) 4, S.921-940 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Ma, Lihong) ORCID (Xiao, Leifeng) ORCID (Li, Qi) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0007-0998 |
DOI | 10.1111/bjep.12607 |
Schlagwörter | Foreign Countries; Adolescents; Reading Achievement; Self Concept; Teacher Student Relationship; Social Support Groups; Teacher Role; Socioeconomic Status; Achievement Tests; International Assessment; Secondary School Students; China; United States; Program for International Student Assessment Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Leseleistung; Selbstkonzept; Teacher student relationships; Lehrer-Schüler-Beziehung; Social support; Soziale Unterstützung; Lehrerrolle; Socio-economic status; Sozioökonomischer Status; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; USA |
Abstract | Background: Socioeconomic status (SES) is important in students' reading development. The mechanism of how they are linked, however, is underexplored. Aims: This research aimed to explore whether reading self-concept mediates the link between SES and reading achievement and whether teacher support moderates the direct and indirect link between SES and reading achievement. Samples: Using PISA 2018 database, we selected 17,346 15-year-olds from 537 schools in B-S-J-Z (China) and the United States (U.S.). Methods: Multilevel linear models were calculated to explore the potential mediation of self-concept and the potential moderation of teacher support between SES and reading achievement. Results: Results reveal that reading self-concept mediated the link between SES and reading achievement at student level both in China and the United States, and teacher support moderated the link between SES and reading self-concept both at student level and school level only in China, but not in the United States. Conclusion: Our research highlights the importance of self-concept and teacher support in improving students' reading achievement, especially for students of low SES, which has important theoretical significance and practical enlightenment for reading instruction. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |