Academic self‐concept and reading comprehension among students with learning disabilities: Serial mediating effect of reading anxiety and reading motivation.
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| Title: | Academic self‐concept and reading comprehension among students with learning disabilities: Serial mediating effect of reading anxiety and reading motivation. |
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| Authors: | Sümer Dodur, Halime Miray, Ceylan, Mustafa |
| Source: | British Journal of Educational Psychology. Sep2025, Vol. 95 Issue 3, p836-848. 13p. |
| Subjects: | Psychology of middle school students, Reading, Questionnaires, Anxiety, Structural equation modeling, Descriptive statistics, Motivation (Psychology), Academic achievement, Ability, Educational psychology, Achievement tests, Factor analysis, Self-perception, Learning disabilities, Training |
| Geographic Terms: | Turkey |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 187112443 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Academic self‐concept and reading comprehension among students with learning disabilities: Serial mediating effect of reading anxiety and reading motivation. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sümer+Dodur%2C+Halime+Miray%22">Sümer Dodur, Halime Miray</searchLink><br /><searchLink fieldCode="AR" term="%22Ceylan%2C+Mustafa%22">Ceylan, Mustafa</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Psychology%22">British Journal of Educational Psychology</searchLink>. Sep2025, Vol. 95 Issue 3, p836-848. 13p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Psychology+of+middle+school+students%22">Psychology of middle school students</searchLink><br /><searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Ability%22">Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+tests%22">Achievement tests</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+analysis%22">Factor analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Self-perception%22">Self-perception</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Training%22">Training</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=187112443 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/bjep.12763 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 836 Subjects: – SubjectFull: Psychology of middle school students Type: general – SubjectFull: Reading Type: general – SubjectFull: Questionnaires Type: general – SubjectFull: Anxiety Type: general – SubjectFull: Structural equation modeling Type: general – SubjectFull: Descriptive statistics Type: general – SubjectFull: Motivation (Psychology) Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Ability Type: general – SubjectFull: Educational psychology Type: general – SubjectFull: Achievement tests Type: general – SubjectFull: Factor analysis Type: general – SubjectFull: Self-perception Type: general – SubjectFull: Learning disabilities Type: general – SubjectFull: Training Type: general – SubjectFull: Turkey Type: general Titles: – TitleFull: Academic self‐concept and reading comprehension among students with learning disabilities: Serial mediating effect of reading anxiety and reading motivation. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Sümer Dodur, Halime Miray – PersonEntity: Name: NameFull: Ceylan, Mustafa IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00070998 Numbering: – Type: volume Value: 95 – Type: issue Value: 3 Titles: – TitleFull: British Journal of Educational Psychology Type: main |
| ResultId | 1 |
