Influences of Family Based Prerequisites, Reading Attitude, and Self-Regulation on Reading Ability

• This study investigated the effect of self-regulated learning, as indicated by academic self-concept, motivation and learning strategies, reading attitude and family based prerequisites on reading ability. Students (n=4018) in the eighth grade answered the IEA reading literacy test, the self-regulated learning questionnaire and a student questionnaire about their background. The exploratory factor analysis (EFA) revealed that the self-regulated learning questionnaire did not measure the intended three dimensions, but only two: Verbal/General academic self-concept and a new dimension called Goal oriented strategies. Structural Equation Modelling ("SEM") with a cross-validation sample was conducted to determine the effects in the final model. The strongest effect on reading ability was from Verbal/General academic self-concept (beta=0.43 for final and beta=0.56 for cross-validation model). Gender differences revealed that girls read better on narrative and expository texts, had a more positive reading attitude, and more positive verbal self-concept, whereas boys had a higher academic self-concept (not domain-specific), self-efficacy, control expectation, reported more memorising, elaboration, and instrumental motivation (all differences p less than 0.001).

Ämnesord

SAMHÄLLSVETENSKAP  -- Psykologi (hsv//swe)

SOCIAL SCIENCES  -- Psychology (hsv//eng)

Nyckelord

Grade 8

Questionnaires

Self Efficacy

Family Influence

Secondary Education

Student Attitudes

Goal Orientation

Structural Equation Models

Reading Tests

Learner Controlled Instruction

Self Concept

Student Motivation

Factor Analysis

Gender Differences

Learning Strategies

Prerequisites

Reading Attitudes

Reading Ability

Self-concept

Psychology

Publikations- och innehållstyp

art (ämneskategori)

ref (ämneskategori)