Do you read me? Associations between perceived teacher emotional support, reader self-concept, and reading achievement

Maria Therese Jensen,Oddny Judith Solheim,Ella Maria Cosmovici Idsøe

doi:10.1007/s11218-018-9475-5

Maria Therese Jensen, Oddny Judith Solheim + Show 1 more

Open Access

https://doi.org/10.1007/s11218-018-9475-5

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Abstract

The aim of the current study was to examine the associations among perceived teacher emotional support, reader self-concept, and reading achievement in a sample of children (n = 2888) at the end of first grade. Structural equation modelling revealed significant relations between perceived teacher emotional support and reader self-concept and between reader self-concept and reading achievement. No direct association was found between perceived teacher emotional support and reading achievement. However, we found that reader self-concept mediated the association between perceived teacher emotional support and reading achievement. Conclusively, teachers should have in mind that supporting children emotionally might contribute to both higher reading self-concept and higher reading achievement.

Highlights

Among various academic skills, reading is the most important learning activity in which children engage during their first years at school (Chapman et al 2000), as the ability to read is fundamental for academic achievement and success (Perfetti and1 3 Vol.:(0123456789)Curtis 1986)
The results showed that ICC(1) for perceived teacher emotional support was .08, whereas the ICC(2) was
The results indicated that the measurement model with data at the individual level provided good fit to the data (χ2 = 167.710; df = 32, root means square error of approximation (RMSEA) = .038, comparative fit index (CFI) = .970; normative fit index (NFI) = .964, incremental fit index (IFI) = .970)

Summary

Introduction

Among various academic skills, reading is the most important learning activity in which children engage during their first years at school (Chapman et al 2000), as the ability to read is fundamental for academic achievement and success (Perfetti and1 3 Vol.:(0123456789)Curtis 1986). Among various academic skills, reading is the most important learning activity in which children engage during their first years at school (Chapman et al 2000), as the ability to read is fundamental for academic achievement and success Children’s early experiences of learning to read influence the development of self-perceptions related to reading. Poor performance in reading may become disabling and interfere with academic progress in school (Perie et al 2005). One psychological construct that has emerged as a highly effective predictor of students’ academic achievement, including reading, is self-concept (Byrne 1996; Marsh 1993; Marsh and Craven 2006). Self-concept has been defined as persons’ self-perceptions that are formed through experiences and interpretations of their environment (Shavelson et al 1976). For clarification we will primarily use the term self-concept in the current study

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