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

2019 ◽  
Vol 22 (2) ◽  
pp. 247-266 ◽  
Author(s):  
Maria Therese Jensen ◽  
Oddny Judith Solheim ◽  
Ella Maria Cosmovici Idsøe
Keyword(s):  
Reading Achievement ◽  
Emotional Support ◽  
Self Concept

Special Education Placement and the Self-Concepts of Elementary-School age Children

1980 ◽  
Vol 3 (3) ◽  
pp. 30-35 ◽  
Author(s):  
Beth E. Yauman
Keyword(s):  
Special Education ◽  
Reading Achievement ◽  
Pairwise Comparison ◽  
The Self ◽  
Self Concept ◽  
School Age Children ◽  
Control Group ◽  
Special Education Placement ◽  
Significant Difference ◽  
Education Participation

This study investigated the relationship between degree or extent of special education participation and measured self-concept. Subjects were 45 third-grade male students of average or above intelligence who were divided into three groups: 1) students in self-contained LD classes, 2) students provided individual tutoring, and 3) a control group of students from regular classes. Since achievement has consistently been found to correlate with scores on self-concept measures, a reading achievement score was obtained for each subject in order to examine the differences in self-concept while statistically controlling for achievement. The results indicated a significant difference among the three groups on both reading achievement and self-concept measures. With the effect of reading achievement covaried out, no significant difference remained among the three groups on measured self-concept. Rank ordering and statistical pairwise comparison of self-concept scores indicated poorer self-concepts for the tutored group despite higher achievement levels than the self-contained group.

scholarly journals Reading Achievement and Attitude Productivity among 17-Year Olds

1983 ◽  
Vol 15 (3) ◽  
pp. 41-53 ◽  
Author(s):  
Herbert J. Walberg ◽  
Shiow-ling Tsai
Keyword(s):  
Socioeconomic Status ◽  
Public School ◽  
Reading Achievement ◽  
Home Environment ◽  
School Attendance ◽  
Self Concept ◽  
Educational Progress ◽  
National Assessment ◽  
Spare Time ◽  
Time Reading

To probe the association of reading achievement and attitude with productive factors in learning, the scores of 2,300 17-year-old students from a National Assessment of Educational Progress sample were regressed on 18 indices of seven factors. The achievement correlations with the factors are close to the averages revealed by recent quantitative syntheses of bivariate studies. A considerable amount of the reliable or adjusted variance in achievement, 51%, is accounted for by motivation, frequency of spare time reading, radio listening, socioeconomic status, home environment, the use of English at home, race, and public-school attendance. Enjoyment of reading and self-concept as a reader are similarly accountable, but attitudes about the importance of reading and freedom to read are less predictable.

Correlations among Perceptual-Motor Ability, Self-Concept and Reading Achievement in Early Elementary Grades

1979 ◽  
Vol 48 (2) ◽  
pp. 447-450 ◽  
Author(s):  
William S. Husak ◽  
Richard A. Magill
Keyword(s):  
Reading Achievement ◽  
Multiple Regression ◽  
Science Research ◽  
Self Concept ◽  
Elementary Grades ◽  
Motor Ability ◽  
Early Elementary ◽  
Motor Abilities ◽  
Grade Levels ◽  
Assessment Survey

This study investigated the correlations among measures of perceptual-motor abilities, self-concept, and reading achievement and determined whether perceptual-motor ability and self-concept can predict reading achievement in the early elementary grades. A total of 105 boys and 108 girls from the first, second and third grades were tested on the stabilometer, a modified Minnesota Manual Dexterity Test, a tapping test, the Primary Self-concept Inventoty, and the Science Research Associates Assessment Survey. Intercorrelations across grade levels tended to be low and nonsignificant. The multiple regression procedures yielded no strong predictions of reading achievement. These findings tended to confirm the specificity of perceptual-motor ability, self-concept, and reading achievement.

Self-Concept and Job Satisfaction: Correlations between Two Instruments

1986 ◽  
Vol 58 (3) ◽  
pp. 951-956 ◽  
Author(s):  
Barbara Schaer ◽  
Landa Trentham
Keyword(s):  
Job Satisfaction ◽  
Emotional Support ◽  
School Facilities ◽  
Self Concept ◽  
Canonical Variate ◽  
Classroom Teachers ◽  
The Common ◽  
The Stability ◽  
The Relationship ◽  
Moderate Relationship

This cross-validated study focuses on the stability and replicability of the relationship between self-concept as measured by the Tennessee Self-concept Scale and job-related attitudes as measured by the Purdue Teacher Opinionnaire. A significant canonical correlation was obtained for the two sets of scales using two groups of 195 classroom teachers and accounted for 25% of the common variance. Canonical variate weights show that teachers derive greater emotional support from job satisfaction than from teachers' salary, school facilities, or rapport of teachers and principal. Given the clear sample-to-sample congruence, the conclusion is that the two instruments have a moderate relationship and that the opinionnaire shows some promise as a valid indicator of teachers' self-concept.

Does Self-Efficacy Mediate the Effect of Primary School Teachers’ Emotional Support on Learning Behavior and Academic Skills?

2016 ◽  
Vol 37 (5) ◽  
pp. 696-730 ◽  
Author(s):  
Eve Kikas ◽  
Katrin Mägi
Keyword(s):  
Emotional Support ◽  
Reading Skills ◽  
Sixth Grade ◽  
First Grade ◽  
Academic Skills ◽  
Self Concept ◽  
Task Persistence ◽  
Primary School Teachers ◽  
Mediational Role ◽  
Homeroom Teachers

This study examined the effects of first-grade teachers’ emotional support on task persistence and academic skills in the sixth grade and the mediational role of children’s academic self-concept in these effects. Participants were 524 children (263 boys, [Formula: see text] age in the first grade = 7.47 years), their first-grade homeroom teachers ( n = 53), and sixth-grade math ( n = 34) and literacy ( n = 34) teachers. Academic skills were tested, and students’ task persistence was reported by teachers in the first and in the sixth grade. Students reported on their academic self-concept and their first-grade teacher’s emotional support retrospectively in the sixth grade. First-grade teachers’ emotional support had low facilitative effect on children’s task persistence in language and math lessons, and it supported reading skills. Teacher’s emotional support was related to higher self-concept in reading, and it mediated the effect of emotional support on task persistence and reading skills.

scholarly journals Students’ Math Self-Concept, Math Anxiety, and Math Achievement: The Moderating Role of Teacher Support

2021 ◽  
Vol 5 (1) ◽  
pp. 45
Author(s):  
Satoshi Oda ◽  
Chiaki Konishi ◽  
Takashi Oba ◽  
Tracy K. Y. Wong ◽  
Xiaoxue Kong ◽  
...  
Keyword(s):  
Emotional Support ◽  
Teacher Support ◽  
International Student ◽  
Math Achievement ◽  
Math Anxiety ◽  
Student Assessment ◽  
Self Concept ◽  
Instrumental Support ◽  
International Student Assessment

This study explored the moderating roles of teacher instrumental and emotional support on the association between students’ math anxiety/math self-concept and math achievement. Participants included 21,544 Canadian students aged 15 years (10,943 girls) who participated in the 2012 Program for International Student Assessment. Results indicated that instrument support and emotional support were positively associated with math achievement. A significant moderation effect was evident between instrumental support and math anxiety; higher levels of instrumental support were associated with higher math achievement at low levels of math anxiety. Emotional support did not interact with math anxiety or math self-concept. The present findings highlight the importance to consider not only individual factors (i.e., math anxiety and math self-concept) but also the role of teacher support in supporting math achievement. 

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