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Autor:
Arens, A. Katrin; Yeung, Alexander Seeshing; Hasselhorn, Marcus:

Titel:
Native language self-concept and reading self-concept
Same or different?

Quelle:
In: Journal of Experimental Education, 82 (2014) 2 , 229-252

URL des Volltextes:
http://www.tandfonline.com/doi/abs/10.1080/00220973.2013.813362#.UzqfClProg4

Sprache:
Englisch

Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)

Schlagwörter:
Deutsch, Deutschland, Korrelationsanalyse, Lesekompetenz, Lesen, Lesetest, Leseverstehen, Mathematische Kompetenz, Messung, Mündliche Leistung, Muttersprache, Schüler, Schulerfolg, Schuljahr 05, Schuljahr 06, Sekundarstufe I, Selbstkonzept, Sprachkompetenz, Sprechfertigkeit, Vergleichsuntersuchung


Abstract(original):
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-Abteilung:
Bildung und Entwicklung

Notizen:

zuletzt verändert: 11.11.2016