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Title
Native language self-concept and reading self-concept. Same or different?
Authors
SourceThe journal of experimental education 82 (2014) 2, S. 229-252 ZDB
Document  (474 KB) (formally and content revised edition)
License of the document In copyright
Keywords (German)
sub-discipline
Document typeArticle (journal)
ISSN0022-0973; 00220973
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):In assessing verbal academic self-concept with preadolescents, researchers have used scales for students' self-concepts in reading and in their native language interchangeably. The authors conducted 3 studies with German students to test whether reading and German (i.e., native language) self-concepts can be treated as the same or different constructs. Compared with other facets of academic self-concept, reading self-concept was more highly related to reading test scores (Study 1) and German self-concept to German grades (Study 2). In Study 3, reading and general school self-concepts demonstrated similar relations to German grades. The findings of the 3 studies, albeit indirect, supported the specificity matching principle and caution researchers against applying reading and native language self-concept scales uncritically to infer verbal self-concept. (DIPF/Orig.)
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Date of publication30.10.2019
CitationArens, A. Katrin; Yeung, Alexander Seeshing; Hasselhorn, Marcus: Native language self-concept and reading self-concept. Same or different? - In: The journal of experimental education 82 (2014) 2, S. 229-252 - URN: urn:nbn:de:0111-pedocs-179917 - DOI: 10.25656/01:17991; 10.1080/00220973.2013.813362
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