dc.contributor.author | Jensen, Maria Therese | |
dc.contributor.author | Solheim, Oddny Judith | |
dc.contributor.author | Idsøe, Ella Maria Cosmovici | |
dc.date.accessioned | 2023-01-19T12:17:27Z | |
dc.date.available | 2023-01-19T12:17:27Z | |
dc.date.created | 2019-04-06T14:21:54Z | |
dc.date.issued | 2019 | |
dc.identifier.citation | 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. | en_US |
dc.identifier.issn | 1381-2890 | |
dc.identifier.uri | https://hdl.handle.net/11250/3044588 | |
dc.description.abstract | 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. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Springer | en_US |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.title | Do you read me? Associations between perceived teacher emotional support, reader self‑concept, and reading achievement | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | The authors | en_US |
dc.subject.nsi | VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 | en_US |
dc.source.pagenumber | 247-266 | en_US |
dc.source.volume | 22 | en_US |
dc.source.journal | Social Psychology of Education | en_US |
dc.source.issue | 2 | en_US |
dc.identifier.doi | 10.1007/s11218-018-9475-5 | |
dc.identifier.cristin | 1690590 | |
cristin.unitcode | 217,6,6,0 | |
cristin.unitname | Nasjonalt senter for leseopplæring og leseforsking | |
cristin.ispublished | true | |
cristin.fulltext | postprint | |
cristin.qualitycode | 2 | |