Do you read me? Associations between perceived teacher emotional support, reader self‑concept, and reading achievement
Peer reviewed, Journal article
Published version
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https://hdl.handle.net/11250/3044588Utgivelsesdato
2019Metadata
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Originalversjon
Jensen, M. T., Solheim, O. J., & Idsøe, E. M. C. (2019). Do you read me? Associations between perceived teacher emotional support, reader self-concept, and reading achievement. Social Psychology of Education, 22(2), 247-266. 10.1007/s11218-018-9475-5Sammendrag
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.