Do you read me? Associations between perceived teacher emotional support, reader self-concept, and reading achievement

Abstract

The aim of the current study was to examine the associations among perceived teacher emotional support, reader self-concept, and reading achievement in a sample of children (n = 2888) at the end of first grade. Structural equation modelling revealed significant relations between perceived teacher emotional support and reader self-concept and between reader self-concept and reading achievement. No direct association was found between perceived teacher emotional support and reading achievement. However, we found that reader self-concept mediated the association between perceived teacher emotional support and reading achievement. Conclusively, teachers should have in mind that supporting children emotionally might contribute to both higher reading self-concept and higher reading achievement.

School Geographical Location and Its Effect on Teacher Burnout in Public Secondary Schools in Tharaka Nithi County, Kenya

“…School location was identified as a major predictor of burnout among teachers (McCaughtry et al 2015). This was due to the fact that long distance to school led to physical exhaustion and burnout (Jensen, Solheim, & Idsoe, 2019). The findings of this current study thus affirm the findings of two aforementioned studies.…”

Predictors of willingness to communicate in a second language (L2 WTC): Toward an integrated L2 WTC model from the socio‐psychological perspective

“…The present study has some limitations. First, the study was cross‐sectional, meaning we cannot draw causal inferences concerning the hypothesized relationships (Jensen et al, 2019). Perhaps students who engage in more oral practice and get better oral skills feel more competent in L2 communication and are, thus, more willing to communicate in English, in line with the skill‐development model.…”

Impact of Perceived Academic Advisor Support on Academic Motivation

“…Communication allows students to perceive the teacher's care, understanding and support, thereby prompting them to form a comprehensive cognition and evaluation of their own learning ability and learning behavior throughout the learning process. If individuals continue to receive guidance and encouragement from teachers, they will increase their interest and confidence in learning, and deepen their understanding of the meaning and value of learning (Jensen et al, 2019). Especially in terms of ability perception, it will enable students to re-recognize their own abilities in learning and enhance their self-confidence in learning.…”