Teacher and Family Support, Reading Self-Efficacy, and Reading Achievement: Evidence From Adolescent English Learners

• In Event: Exploring Family Engagement and Support in Identity and Bilingualism

Abstract

Reading contextual factors can influence English learners (ELs) reading achievement. This study explored the relationship among adolescent ELs' perceived teacher instructional and emotional support, family support, reading self-efficacy and reading achievement using structural equation modeling (SEM) based on the PISA 2018 English learner data in the United States. The results indicated that ELs' perceived teacher instructional support and reading self-efficacy had a positively significant relationship with their reading achievement, while family support did not. Additionally, ELs’ perceived teacher emotional support is not a significant predictor of reading achievement, but it is a significant predictor of reading self-efficacy. Furthermore, reading self-efficacy functioned as a mediator affecting the dynamic relationship between teacher emotional support and ELs’ reading achievement.

Authors

• Xiaoyu Yang, Texas A&M University
  Presenting Author

• Fuhui Tong, Texas A&M University
  Non-Presenting Author