Testing a Model of Elementary Students’ Reading Achievement: Teacher-Student Relationship Predicting Motivation and Self-Concept

• In Event: Poster Session 3
  In Poster Session: Approaches to Fostering Reading Proficiency in Classroom Contexts

Abstract

The purpose of this study was to examine the predictors and consequences of elementary students’ intrinsic motivation and academic self-concept for reading. Two conceptual models were tested that utilized domain-specific academic measures and accounted for teacher-student relationships. Teachers of 820 Quebec Kindergarten students completed items regarding teacher-student relationship quality and reading abilities. One year later, the students completed items measuring their motivation and self-concept, while teachers reported their achievement. Results suggest Kindergarten teacher-student relationship predicts motivation for reading, academic self-concept positively meditates the effect of intrinsic motivation on reading achievement, and academic self-concept is a stronger predictor of reading achievement in Grade 1 than intrinsic motivation. Supplemental analyses suggest many of these relationships are unique to the domain of reading.

Authors

• Erin Sullivan Peterson, University of North Dakota

• Robert H. Stupnisky, University of North Dakota

• Frederic Guay, Université Laval

• Melissa Margaret Majerus, St. Cloud Technical and Community College

• Nikolaus Theodor Butz, University of North Dakota