Mechanisms mediating the relation between reading self-concept and reading comprehension     

Locher  Franziska Maria  Becker  Sarah  Schiefer  Irene  Pfost  Maximilian 《European Journal of Psychology of Education - EJPE》2021,36(1):1-20

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.

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Value differentiation in adolescence: the role of age and cultural complexity   总被引：1，自引：0，他引：1  

Daniel E  Schiefer D  Möllering A  Benish-Weisman M  Boehnke K  Knafo A 《Child development》2012,83(1):322-336

Living in complex social worlds, individuals encounter discordant values across life contexts, potentially resulting in different importance of values across contexts. Value differentiation is defined here as the degree to which values receive different importance depending on the context in which they are considered. Early and mid-adolescents (N = 3,497; M = 11.45 years, SD = 0.87 and M = 16.10 years, SD = 0.84, respectively) from 4 cultural groups (majority and former Soviet Union immigrants in Israel and Germany) rated their values in 3 contexts (family, school, and country). Value differentiation varied across individuals. Early adolescents showed lower value differentiation than mid-adolescents. Immigrant (especially first generation) adolescents, showed higher value differentiation than majority adolescents, reflecting the complex social reality they face while negotiating cultures.  相似文献   

Correction to: Mechanisms mediating the relation between reading self-concept and reading comprehension     

Locher  Franziska Maria  Becker  Sarah  Schiefer  Irene  Pfost  Maximilian 《European Journal of Psychology of Education - EJPE》2021,36(2):551-551

European Journal of Psychology of Education - The article Mechanisms mediating the relation between reading self-concept and reading comprehension, written by Franziska Maria Locher, Sarah Becker,...  相似文献   

Epistemic Beliefs in Science—A Systematic Integration of Evidence From Multiple Studies     

Schiefer  Julia  Edelsbrunner  Peter A.  Bernholt  Andrea  Kampa  Nele  Nehring  Andreas 《Educational Psychology Review》2022,34(3):1541-1575

Educational Psychology Review - Recent research has integrated developmental and dimensional perspectives on epistemic beliefs by implementing an approach in which profiles of learners’...  相似文献