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Reading achievement and reading self-concept – Testing the reciprocal effects model
ARTICLE

, , Leibniz Institute for Science and Mathematics Education, Germany ; , Christian-Albrechts-University of Kiel, Germany

Learning and Instruction Volume 29, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

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

Citation

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. Retrieved August 12, 2022 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2013.07.004

Keywords