Reading achievement and reading self-concept - Testing the reciprocal effects model.

Autor/inn/en	Retelsdorf, Jan; Köller, Olaf; Möller, Jens
Titel	Reading achievement and reading self-concept - Testing the reciprocal effects model. Gefälligkeitsübersetzung: Leseleistung und Lese-Selbstkonzept - Test eines Modells der gegenseitigen Beeinflussung.
Quelle	In: Learning and instruction, (2014) 29, S. 21-30Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2013.07.004
Schlagwörter	Selbstkonzept; Selbstwirksamkeit; Leistungsmotivation; Lernmotivation; Lesefertigkeit; Leseleistung; Modell
Abstract	Investigated the bidirectional relationship between reading self-concept and reading achievement among secondary school students. Longitudinal data from 1,508 5th grade students (mean age 10 years) representing 60 schools in one federal state (including 940 students attending nonacademic and 568 attending academic track schools) was analyzed. Four waves of data were collected from achievement tests and questionnaires administered every 18 months (until the end of grade 9) including reading comprehension tests (from the German Progress in International Reading Literacy Study (PIRLS) and the German large-scale Aspects of Students' Initial Level and Development at Schools in Hamburg study). Reading self-concept was assessed with a subscale from the Habitual Reading Motivation Questionnaire and socioeconomic status was measured by the Highest International Socio-Economic Index of Occupational Status. Results revealed the clear effect of achievement on self-concept, supporting the skill-development hypothesis. A positive effect of reading self-concept on reading achievement was found from grade 5 to the end of grade 6, providing some support for the reciprocal effects model and the self-enhancement hypothesis, as well as the domain specificity of academic self-concepts. The high stability of both reading achievement and self-concept during secondary school stresses the importance of early interventions that integrate the enhancement of reading skills with reading self-concept by employing strategies (e.g., from the concept-oriented reading instruction, CORI) to help students become proficient and confident readers. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3