Academic Self-Concept and Reading Comprehension Among Students with Learning Disabilities: Serial Mediating Effect of Reading Anxiety and Reading Motivation
Yazarlar (2)
Dr. Öğr. Üyesi Mustafa CEYLAN Artvin Çoruh Üniversitesi, Türkiye
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Özgün Makale
(SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale)
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| Dergi Adı | British Journal of Educational Psychology (Q1) | ||
| Dergi ISSN | 2044-8279 Dergi Bilgileri (2025) | ||
| Dergi Tarandığı Indeksler | SSCI | ||
| Makale Dili | İngilizce | Basım Tarihi | 09-2025 |
| Kabul Tarihi | 25-02-2025 | Yayınlanma Tarihi | 04-03-2025 |
| Cilt / Sayı / Sayfa | 95 / 3 / 836–848 | DOI | 10.1111/bjep.12763 |
| Makale Linki | https://bpspsychub.onlinelibrary.wiley.com/doi/10.1111/bjep.12763 | ||
| UAK Araştırma Alanları |
Eğitim Bilimleri
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| Özet |
| Abstract Background Students with learning disabilities often struggle to achieve expected academic performance despite average or above‐average intelligence. Reading comprehension, a cognitive process involving multiple mental skills, is particularly challenging for these students, with approximately 80% experiencing difficulties. Aims This study investigates the relationship between academic self‐concept and reading comprehension among middle school students with learning disabilities, focusing on the serial mediating roles of reading anxiety and reading motivation. Sample(s) The sample consists of 302 middle school students (165 males, 137 females) diagnosed with learning disabilities. The participants included 77 fifth graders, 80 sixth graders, 75 seventh graders and 70 eighth graders. Methods Structural equation modelling (SEM) was employed to analyse the data, with reading anxiety and reading motivation considered as mediators. Results The SEM results indicated that reading motivation partially mediated the relationship between academic self‐concept and reading comprehension, while reading anxiety and reading motivation together fully mediated this relationship. Conclusions The findings highlight the importance of addressing both reading anxiety and motivation to improve reading comprehension in students with learning disabilities. Enhancing academic self‐concept and reducing reading anxiety can significantly boost reading motivation and comprehension skills. |
| Anahtar Kelimeler |
BM Sürdürülebilir Kalkınma Amaçları
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