Mechanisms Mediating the Relation between Reading Self-Concept and Reading Comprehension

Autor/inn/en	Locher, Franziska Maria; Becker, Sarah; Schiefer, Irene; Pfost, Maximilian
Titel	Mechanisms Mediating the Relation between Reading Self-Concept and Reading Comprehension
Quelle	In: European Journal of Psychology of Education, 36 (2021) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Locher, Franziska Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-020-00463-8
Schlagwörter	Reading Comprehension; Self Concept; Correlation; Predictor Variables; Reading Materials; Reading Motivation; Longitudinal Studies; Secondary School Students; Grade 7; Grade 8; Grade 9; Reading Habits; Reading Skills; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Leseverstehen; Selbstkonzept; Korrelation; Prädiktor; Lesemotivation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sekundarschüler; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Reading habit; Lesegewohnheit; Reading skill; Lesefertigkeit; Ausland; Deutschland
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 self-concept 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01