Native language self-concept and reading self-concept. Same or different?

Autor/inn/en	Arens, A. Katrin; Yeung, Alexander Seeshing; Hasselhorn, Marcus
Titel	Native language self-concept and reading self-concept. Same or different?
Quelle	In: The journal of experimental education, 82 (2014) 2, S. 229-252 PDF als Volltext kostenfreie Datei (inhaltlich überarbeitete Version); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2013.813362
URN	urn:nbn:de:0111-pedocs-179917
Schlagwörter	Korrelationsanalyse; Vergleichsuntersuchung; Selbstkonzept; Lesetest; Schuljahr 05; Schuljahr 06; Sekundarstufe I; Schüler; Mündliche Leistung; Schulerfolg; Sprechfertigkeit; Deutsch; Sprachfertigkeit; Sprachkompetenz; Lesekompetenz; Lesen; Leseverstehen; Mathematische Kompetenz; Muttersprache; Messung; Analyse; Deutschland
Abstract	In assessing verbal academic self-concept with preadolescents, researchers have used scales for students' self-concepts in reading and in their native language interchangeably. The authors conducted 3 studies with German students to test whether reading and German (i.e., native language) self-concepts can be treated as the same or different constructs. Compared with other facets of academic self-concept, reading self-concept was more highly related to reading test scores (Study 1) and German self-concept to German grades (Study 2). In Study 3, reading and general school self-concepts demonstrated similar relations to German grades. The findings of the 3 studies, albeit indirect, supported the specificity matching principle and caution researchers against applying reading and native language self-concept scales uncritically to infer verbal self-concept. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/1