The Relationships among Teachers' Behaviours That Encourage Students' Reading Engagement, Reading Enjoyment, Reading Self-Efficacy and Reading Success

Autor/inn/en	Urfali Dadandi, Pakize; Dadandi, Ibrahim
Titel	The Relationships among Teachers' Behaviours That Encourage Students' Reading Engagement, Reading Enjoyment, Reading Self-Efficacy and Reading Success
Quelle	In: Participatory Educational Research, 9 (2022) 3, S.98-110 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Urfali Dadandi, Pakize) ORCID (Dadandi, Ibrahim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-6123
Schlagwörter	Teacher Behavior; Language Teachers; Turkish; Student Attitudes; Secondary School Students; Adolescents; Reading Attitudes; Literature Appreciation; Reading Achievement; Self Efficacy; Reading Habits; Predictor Variables; Foreign Countries; Turkey; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Teacher behaviour; Lehrerverhalten; Language teacher; Sprachunterricht; Türkisch; Schülerverhalten; Sekundarschüler; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Reading behavior; Rading behaviour; Leseverhalten; Literarische Wertung; Leseleistung; Self-efficacy; Selbstwirksamkeit; Reading habit; Lesegewohnheit; Prädiktor; Ausland; Türkei
Abstract	Reading comprehension has a critical importance for almost every aspect of individuals' life. The aim of this study is to reveal the relations among students' perceptions of their Turkish language teachers' behaviours that encourage reading engagement, levels of reading enjoyment, reading self-efficacy, and reading success within the frame of a model, using PISA 2018 Turkey data. The study is based on the correlational research model and the sample includes 6450 (F= 3247, M= 3203) students who completed the PISA 2018 Turkey questionnaire. The data obtained from the PISA 2018 database were analyzed using the structural equation model (SEM) and the sobel test. SEM analyses revealed that the hypothesized model well fits the data and all the regression paths in the model are statistically significant. According to the research findings, teachers' behaviours that encourage students' reading engagement (TBESRE), reading enjoyment, and reading self-efficacy have significant direct effects on reading achievement. In addition, TBESRE has significant indirect effects on reading achievement through reading enjoyment and reading self-efficacy, and that reading self-efficacy has a significant indirect effect on reading achievement through reading enjoyment. Considering the findings of this study, it is recommended that teachers implement practices to encourage students' participation in reading activities and develop educational interventions to improve reading enjoyment and reading self-efficacy. (As Provided).
Anmerkungen	Participatory Education Research. Amasya University, Technology Faculty, Yagmurkoy Orad, Amasya 05100, Turkey. Web site: https://www.perjournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01