Causal Ordering of Reading Achievement and Reading Self-Concept: A Four-Wave Longitudinal Study

• In Event: Poster Session 14
  In Poster Session: Poster Session: Motivation

Abstract

There is a growing body of literature suggesting reciprocal effects of academic self-concept and achievement in general. Within the domain of reading, however, longitudinal research is scarce. Since self-concepts are strictly domain-specific, results from other academic domains cannot be simply generalized to the domain of reading. Thus, this contribution aimed at rigorously testing reciprocal effects of reading self-concept and reading achievement within a longitudinal design comprising four waves of data collection. Drawing on a sample of N = 1508 students from secondary school, results of structural equation modeling yielded strong support for the assumption that reading achievement affects reading self-concept (skill-development hypothesis) but only weakly indicated that reading self-concept also enhances reading achievement (self-enhancement hypothesis).

Authors

• Jan Retelsdorf, IPN - Leibniz Institute for Science and Mathematics Education

• Jens Moeller, University of Kiel

• Olaf Koeller, Leibniz Institute for Science and Math Education