Abstract
Reading self-concept is an important predictor of reading comprehension and vice versa. However, the mechanisms that are at work in this relation have yet to be identified. In line with the self-enhancement approach, we propose that in the reading domain, amount of reading, book choice (text difficulty and book length), and intrinsic reading motivation should function as mediating variables in the relation between reading self-concept and reading comprehension. We tested this hypothesis with longitudinal data gathered from N = 405 German students in Grades 7, 8, and 9. The results showed that reading self-concept had a positive effect on reading comprehension, intrinsic motivation, book length, and amount of reading. However, indirect paths between reading self-concept and reading comprehension were found only for intrinsic motivation, not for amount of reading or book choice. The results are discussed in the context of students’ reading comprehension development, and consequences for research and education are derived.
Highlights
The ability to read and understand words, sentences, and text is one of the basic qualifications required for participation in cultural, political, and economic life (Organization for Economic Co-operation and Development; OECD 2003)
To address this research gap, we investigated in the present study whether the relation between reading selfconcept and reading achievement is mediated by different facets of students’ reading behavior, namely, amount of reading and book choice as well as reading enjoyment, the central facet of intrinsic reading motivation
Reading self-concept was positively related to amount of reading (β = 0.22, p < 0.01), book length (β = 0.19, p < 0.01), intrinsic motivation (β = 0.23, p < 0.01), and reading comprehension (β = 0.13, p < 0.05) in Grade 9
Summary
The ability to read and understand words, sentences, and text is one of the basic qualifications required for participation in cultural, political, and economic life (Organization for Economic Co-operation and Development; OECD 2003). It is often assumed that reading self-concept affects aspects of reading behavior, such as literacy choices, amount and volume of reading, or intrinsic motivation to read, which in turn affects reading achievement, empirical evidence supporting these assumptions is scarce (Durik et al 2006; Guay et al 2010; Möller and Schiefele 2004). To address this research gap, we investigated in the present study whether the relation between reading selfconcept and reading achievement is mediated by different facets of students’ reading behavior, namely, amount of reading and book choice (text difficulty and book length) as well as reading enjoyment, the central facet of intrinsic reading motivation
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