Reading achievement and reading self-concept – Testing the reciprocal effects model

Retelsdorf, Jan; Köller, Olaf; Möller, Jens

doi:10.1016/j.learninstruc.2013.07.004

Cited by 136 publications

(103 citation statements)

References 48 publications

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“…Indeed, in a four-wave model for studying the relations between reading self-concept and reading achievement, besides first-order stability paths, Retelsdorf, Möller, and Köller (2014) found significant higher-order (i.e., second-order and third-order) stability estimates for reading self-concept and reading achievement. In addition to the corresponding first-order path, there was also evidence of significant higher-order cross-lagged paths for the relation between former reading achievement and later reading self-concept.…”

Section: First-order and Higher-order Pathsmentioning

confidence: 98%

Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks.

Arens¹,

Marsh²,

Pekrun³

et al. 2017

Journal of Educational Psychology

106

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Section: First-order and Higher-order Pathsmentioning

confidence: 98%

Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks.

Arens¹,

Marsh²,

Pekrun³

et al. 2017

Journal of Educational Psychology

106

View full text Add to dashboard Cite

show abstract

“…As a consequence, students with an above‐average achievement develop a high academic self‐concept, whereas students with a below‐average achievement develop a low academic self‐concept. The theoretical integration of both hypotheses is the REM (Marsh, ; Marsh & Craven, ; Retelsdorf, Köller, & Möller, ). The empirical research reveals evidence in favour of both the self‐enhancement and the skill‐development hypothesis.…”

Section: Introductionmentioning

confidence: 99%

The reciprocal internal/external frame of reference model using grades and test scores

Möller¹,

Zimmermann²,

Köller

2014

Brit J of Edu Psychol

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“…A study by Marsh and Martin (2011) evinces that self-concept on academic achievement affect to one's ability. More specifically, experts reveal that self-concept of reading is strongly associated with reading skills (Marsh & Carven, 2006;Valentine & DuBois, 2005;De Naeghel et al, 2012;Retelsdorf, Köller, & Möller, 2014;Retelsdorf, Schwartz, & Asbrock, 2015;Viljaranta, Kiuru, Lerkkanen, Silinskas, Poikkeus, & Nurmi, 2016). In addition, reading motivation is also linked to the desire to improve reading skills.…”

Section: Students' Motivation To Readmentioning

confidence: 99%

Volitional Strategies Through Metacognitive Development in Fostering Reading Motivation

Damaianti

2017

Indonesian J. Appl. Linguist

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Student's reading skill is deemed vitally important to attain high academic achievements. The results of the previous studies, however, show that Indonesian students' reading skill is still unsatisfying due to their low motivation. The purpose of this study is to address this problem of students' motivation by examining the effectiveness of a volitional strategy through metacognitive development to students of Islamic Junior High School [Madrasah Tsanawiyah] in Indonesia. A quasi-experimental method with a factorial design is used in this research. Indicators for increasing students' reading motivation come from Cambria and Guthrie (2010). Measures of increased motivation to read with the volitional strategy were done through metacognitive development which is based on self-monitoring and awareness of reading skills mastery. This study concludes that the volitional strategy through metacognitive development is proved effective in increasing students' motivation for reading, students with both low and high reading skills. This has implications for the efforts to foster motivation for reading by intensively using the strategy for Madrasah Tsanawiyah education contexts.

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Reading achievement and reading self-concept – Testing the reciprocal effects model

Cited by 136 publications

References 48 publications

Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks.

Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks.

The reciprocal internal/external frame of reference model using grades and test scores

Volitional Strategies Through Metacognitive Development in Fostering Reading Motivation

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