Literaturnachweis - Detailanzeige
| Autor/inn/en | Arens, A. Katrin; Yeung, Alexander Seeshing; Hasselhorn, Marcus |
|---|---|
| Titel | Native Language Self-Concept and Reading Self-Concept: Same or Different? |
| Quelle | In: Journal of Experimental Education, 82 (2014) 2, S.229-252 (24 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0973 |
| DOI | 10.1080/00220973.2013.813362 |
| Schlagwörter | Foreign Countries; Self Concept; Native Language; Reading; German; Reading Tests; Scores; Grades (Scholastic); Secondary School Students; Reading Comprehension; Correlation; Preadolescents; Grade 5; Grade 6; Statistical Analysis; Germany |
| Abstract | In assessing verbal academic self-concept with preadolescents, researchers have used scales for students' self-concepts in reading and in their native language interchangeably. The authors conducted 3 studies with German students to test whether reading and German (i.e., native language) self-concepts can be treated as the same or different constructs. Compared with other facets of academic self-concept, reading self-concept was more highly related to reading test scores (Study 1) and German self-concept to German grades (Study 2). In Study 3, reading and general school self-concepts demonstrated similar relations to German grades. The findings of the 3 studies, albeit indirect, supported the specificity matching principle and caution researchers against applying reading and native language self-concept scales uncritically to infer verbal self-concept. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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