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


Ontology type: schema:ScholarlyArticle     


Article Info

DATE

2019-01-14

AUTHORS

Maria Therese Jensen, Oddny Judith Solheim, Ella Maria Cosmovici Idsøe

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. More... »

PAGES

1-20

Identifiers

URI

http://scigraph.springernature.com/pub.10.1007/s11218-018-9475-5

DOI

http://dx.doi.org/10.1007/s11218-018-9475-5

DIMENSIONS

https://app.dimensions.ai/details/publication/pub.1111409383


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