Influences of Family Based Prerequisites, Reading Attitude, and Self-Regulation on Reading Ability
(2007) In Contemporary Educational Psychology 32(2). p.206-230- Abstract
- This study investigated the effect of self-regulated learning, as indicated by academic self-concept, motivation and learning strategies, reading attitude and family based prerequisites on reading ability. Students (n=4018) in the eighth grade answered the IEA reading literacy test, the self-regulated learning questionnaire and a student questionnaire about their background. The exploratory factor analysis (EFA) revealed that the self-regulated learning questionnaire did not measure the intended three dimensions, but only two: Verbal/General academic self-concept and a new dimension called Goal oriented strategies. Structural Equation Modelling ("SEM") with a cross-validation sample was conducted to determine the effects in the final... (More)
- This study investigated the effect of self-regulated learning, as indicated by academic self-concept, motivation and learning strategies, reading attitude and family based prerequisites on reading ability. Students (n=4018) in the eighth grade answered the IEA reading literacy test, the self-regulated learning questionnaire and a student questionnaire about their background. The exploratory factor analysis (EFA) revealed that the self-regulated learning questionnaire did not measure the intended three dimensions, but only two: Verbal/General academic self-concept and a new dimension called Goal oriented strategies. Structural Equation Modelling ("SEM") with a cross-validation sample was conducted to determine the effects in the final model. The strongest effect on reading ability was from Verbal/General academic self-concept (beta=0.43 for final and beta=0.56 for cross-validation model). Gender differences revealed that girls read better on narrative and expository texts, had a more positive reading attitude, and more positive verbal self-concept, whereas boys had a higher academic self-concept (not domain-specific), self-efficacy, control expectation, reported more memorising, elaboration, and instrumental motivation (all differences p less than 0.001). (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/935582
- author
- Swalander, Lena LU and Taube, Karin
- organization
- publishing date
- 2007
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Grade 8, Questionnaires, Self Efficacy, Family Influence, Secondary Education, Student Attitudes, Goal Orientation, Structural Equation Models, Reading Tests, Learner Controlled Instruction, Self Concept, Student Motivation, Factor Analysis, Gender Differences, Learning Strategies, Prerequisites, Reading Attitudes, Reading Ability
- in
- Contemporary Educational Psychology
- volume
- 32
- issue
- 2
- pages
- 206 - 230
- publisher
- Elsevier
- external identifiers
-
- scopus:33947598890
- ISSN
- 0361-476X
- language
- English
- LU publication?
- yes
- id
- 6536a918-faaa-4a5b-a996-7a6c7cf90c3a (old id 935582)
- date added to LUP
- 2016-04-01 11:39:29
- date last changed
- 2022-04-20 19:52:16
@article{6536a918-faaa-4a5b-a996-7a6c7cf90c3a,
abstract = {{This study investigated the effect of self-regulated learning, as indicated by academic self-concept, motivation and learning strategies, reading attitude and family based prerequisites on reading ability. Students (n=4018) in the eighth grade answered the IEA reading literacy test, the self-regulated learning questionnaire and a student questionnaire about their background. The exploratory factor analysis (EFA) revealed that the self-regulated learning questionnaire did not measure the intended three dimensions, but only two: Verbal/General academic self-concept and a new dimension called Goal oriented strategies. Structural Equation Modelling ("SEM") with a cross-validation sample was conducted to determine the effects in the final model. The strongest effect on reading ability was from Verbal/General academic self-concept (beta=0.43 for final and beta=0.56 for cross-validation model). Gender differences revealed that girls read better on narrative and expository texts, had a more positive reading attitude, and more positive verbal self-concept, whereas boys had a higher academic self-concept (not domain-specific), self-efficacy, control expectation, reported more memorising, elaboration, and instrumental motivation (all differences p less than 0.001).}},
author = {{Swalander, Lena and Taube, Karin}},
issn = {{0361-476X}},
keywords = {{Grade 8; Questionnaires; Self Efficacy; Family Influence; Secondary Education; Student Attitudes; Goal Orientation; Structural Equation Models; Reading Tests; Learner Controlled Instruction; Self Concept; Student Motivation; Factor Analysis; Gender Differences; Learning Strategies; Prerequisites; Reading Attitudes; Reading Ability}},
language = {{eng}},
number = {{2}},
pages = {{206--230}},
publisher = {{Elsevier}},
series = {{Contemporary Educational Psychology}},
title = {{Influences of Family Based Prerequisites, Reading Attitude, and Self-Regulation on Reading Ability}},
volume = {{32}},
year = {{2007}},
}