Reading achievement and reading self-concept – Testing the reciprocal effects model
Jan Retelsdorf, Olaf Köller, Leibniz Institute for Science and Mathematics Education, Germany ; Jens Möller, Christian-Albrechts-University of Kiel, Germany
Learning and Instruction Volume 29, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd
Although there is a vast amount of research on reading motivation, evidence for bidirectional associations between reading self-concept and reading achievement is still missing, whereas there is compelling empirical evidence that suggests reciprocal effects between academic self-concept and achievement in other domains. This paper aimed to rigorously test reciprocal effects between reading self-concept and reading achievement within a longitudinal design comprising four waves of data collection. Drawing on a sample of
Retelsdorf, J., Köller, O. & Möller, J. (2014). Reading achievement and reading self-concept – Testing the reciprocal effects model. Learning and Instruction, 29(1), 21-30. Elsevier Ltd.