DEVELOPMENT OF YOUNG CHILDRENS READING SELF-CONCEPTS - AN EXAMINATION OF EMERGING SUBCOMPONENTS AND THEIR RELATIONSHIP WITH READING-ACHIEVEMENT
DEVELOPMENT OF YOUNG CHILDRENS READING SELF-CONCEPTS - AN EXAMINATION OF EMERGING SUBCOMPONENTS AND THEIR RELATIONSHIP WITH READING-ACHIEVEMENT
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DOI：
10.1037/0022-0663.87.1.154
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发表时间：
1995-03-01
影响因子：
4.9
通讯作者：
TUNMER, WE
中科院分区：
文献类型：
--
作者：
CHAPMAN, JW;TUNMER, WE
通过 4 个实验检验了幼儿阅读自我概念的发展。 实验1揭示了与H.W.Marsh（1986）报告的类似的消极项目反应现象，他发现儿童在自我概念量表上对消极项目的反应与他们对积极项目的反应不一致。 实验2考虑了发展心理语言学因素，通过改变项目的措辞和呈现方式来消除消极项目反应现象。 实验3表明，阅读自我概念可以被定义为由三个子组成部分组成：对阅读能力的感知、对阅读困难的感知以及对阅读的态度。 实验 4 显示了这些子成分之间的关系如何随着年龄的增长而变化，以及它们与阅读和阅读相关技能的发展有何关系。
Development of reading self-concept in young children was examined in 4 experiments. Experiment 1 revealed a negative item response phenomenon similar to that reported by H. W. Marsh (1986), who found that children's responses to negative items on a self-concept scale were nonconsistent with their responses to positive items. In Experiment 2, developmental psycholinguistic factors were considered in an effort to eliminate the negative item response phenomenon by changing the wording and presentation of the items. Experiment 3 suggested that reading self-concept may be defined as comprising three subcomponents: perceptions of competence in reading, perceptions of difficulty with reading, and attitudes toward reading. Experiment 4 showed how the relations among these subcomponents change with increasing age and how they relate to the development of reading and reading-related skills.