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The Relationship among Reading Self-...

Martinez, Kara E.

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The Relationship among Reading Self-Efficacy, Reading Anxiety, and Reading Comprehension Performance.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Relationship among Reading Self-Efficacy, Reading Anxiety, and Reading Comprehension Performance./
作者:	Martinez, Kara E.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	194 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-11, Section: A.
Contained By:	Dissertations Abstracts International80-11A.
標題:	Middle School education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13807102
ISBN:	9781392135143

The Relationship among Reading Self-Efficacy, Reading Anxiety, and Reading Comprehension Performance.
Martinez, Kara E.

The Relationship among Reading Self-Efficacy, Reading Anxiety, and Reading Comprehension Performance. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 194 p.

Source: Dissertations Abstracts International, Volume: 80-11, Section: A.

Thesis (Ed.D.)--St. Thomas University, 2019.

This item must not be added to any third party search indexes.

Statistical data analysis was used to test social cognitive theory's mediation model in the domain of reading. The mediation model asserts that reading self-efficacy fully mediates the relationship between reading anxiety and reading comprehension performance. This study tested the mediation model using measures of reading self-efficacy, reading anxiety, and reading comprehension performance in 77 seventh and eighth grade middle school students. Based on social cognitive theory, the hypotheses that a relationship among reading self-efficacy, reading anxiety, and reading comprehension performance exists and that reading self-efficacy would fully mediate the relationship between reading anxiety and reading comprehension performance was tested. Results suggested that a relationship among reading self-efficacy, reading anxiety, and reading comprehension performance does exist and that social cognitive theory's mediation model is only partially supported in the context of reading comprehension performance.

ISBN: 9781392135143Subjects--Topical Terms:

3422398
Middle School education.

The Relationship among Reading Self-Efficacy, Reading Anxiety, and Reading Comprehension Performance.
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500 $a Publisher info.: Dissertation/Thesis.
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506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a Statistical data analysis was used to test social cognitive theory's mediation model in the domain of reading. The mediation model asserts that reading self-efficacy fully mediates the relationship between reading anxiety and reading comprehension performance. This study tested the mediation model using measures of reading self-efficacy, reading anxiety, and reading comprehension performance in 77 seventh and eighth grade middle school students. Based on social cognitive theory, the hypotheses that a relationship among reading self-efficacy, reading anxiety, and reading comprehension performance exists and that reading self-efficacy would fully mediate the relationship between reading anxiety and reading comprehension performance was tested. Results suggested that a relationship among reading self-efficacy, reading anxiety, and reading comprehension performance does exist and that social cognitive theory's mediation model is only partially supported in the context of reading comprehension performance.
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