Verknüpfungen

DOI

  • Jan Retelsdorf
  • Olaf Köller
  • Jens Möller
Although there is a vast amount of research on reading motivation, evidence for bidirectional associations between reading self-concept and reading achievement is still missing, whereas there is compelling empirical evidence that suggests reciprocal effects between academic self-concept and achievement in other domains. This paper aimed to rigorously test reciprocal effects between reading self-concept and reading achievement within a longitudinal design comprising four waves of data collection. Drawing on a sample of N = 1508 secondary school students, results of structural equation modeling yielded support for reciprocal effects between reading self-concept and reading achievement. Strong support was found for the skill-development hypothesis, i.e. achievement predicting self-concept. Moreover, the selfenhancement hypothesis (self-concept predicting achievement) was corroborated in early years of secondary school. Thus, to best support poor readers, reading skills should perhaps be fostered by boosting the reading skill itself and reading self-concept, the latter particularly at the beginning of secondary school.
OriginalspracheEnglisch
ZeitschriftLearning and Instruction
Band29
AusgabeFebruary 2014
Seiten (von - bis)21-30
Seitenumfang10
ISSN0959-4752
DOIs
ZustandVeröffentlicht - 2014

    Fachgebiete

  • Lehr-Lernforschung

ID: 32524