Abstract
Academic language and its associations with school success have been established in many prior studies. However, the scholarship lacks research on the mechanisms that constitute these relations. This study investigates the mediating role of motivational-affective variables, specifically reading self-concept and reading enjoyment, in relations between academic language and reading comprehension assessed one year later. Path analyses were performed with a newly developed German measure of academic language proficiency on two samples (N = 198, M age = 9.05 years [SD = 0.76], 49% girls, and N = 360, M age = 9 years [SD = 0.80], 52% girls) of primary school students in Grades 2 and 3. Results reveal differential outcomes, suggesting an effect mediated via reading self-concept when academic language is operationalized as the comprehension of connectives. The findings are discussed within the context of contemporary perspectives on mental abilities, ranging academic language into current views on cognitive capabilities.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
