Do you read me? Associations between perceived teacher emotional support, reader self-concept, and reading achievement
Do you read me? Associations between perceived teacher emotional support, reader self-concept, and reading achievement
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DOI：
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发表时间：
2019
影响因子：
2.9
通讯作者：
E. Idsøe
中科院分区：
文献类型：
--
作者：
M. Jensen;O. Solheim;E. Idsøe
本研究的目的是调查一年级末儿童样本（n = 2888）中感知到的教师情感支持、读者自我概念和阅读成绩之间的关联。结构方程模型揭示了感知的教师情感支持与读者自我概念之间以及读者自我概念与阅读成绩之间的显着关系。感知到的教师情感支持与阅读成绩之间没有发现直接关联。然而，我们发现读者自我概念介导了感知到的教师情感支持与阅读成绩之间的关联。最后，教师应该记住，在情感上支持孩子可能有助于提高阅读自我概念和阅读成绩。
The aim of the current study was to examine the associations among perceived teacher emotional support, reader self-concept, and reading achievement in a sample of children (n = 2888) at the end of first grade. Structural equation modelling revealed significant relations between perceived teacher emotional support and reader self-concept and between reader self-concept and reading achievement. No direct association was found between perceived teacher emotional support and reading achievement. However, we found that reader self-concept mediated the association between perceived teacher emotional support and reading achievement. Conclusively, teachers should have in mind that supporting children emotionally might contribute to both higher reading self-concept and higher reading achievement.
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影响因子：
8.8
作者：
Marsh, Herbert W.;Luedtke, Oliver;Koeller, Olaf
通讯作者：
Koeller, Olaf
影响因子：
4.9
作者：
Hughes, Jan N.;Luo, Wen;Loyd, Linda K.
通讯作者：
Loyd, Linda K.
影响因子：
4.6
作者：
Ladd, GW;Birch, SH;Buhs, ES
通讯作者：
Buhs, ES
影响因子：
4.6
作者：
ECCLES, J;WIGFIELD, A;BLUMENFELD, P
通讯作者：
BLUMENFELD, P