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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.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Relationship among Reading Self-Efficacy, Reading Anxiety, and Reading Comprehension Performance./
Author:	Martinez, Kara E.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	194 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-11, Section: A.
Contained By:	Dissertations Abstracts International80-11A.
Subject:	Middle School education. -
Online resource:	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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020 $a 9781392135143
035 $a (MiAaPQ)AAI13807102
035 $a (MiAaPQ)stu:10204
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040 $a MiAaPQ $c MiAaPQ
100 1 $a Martinez, Kara E. $3 3436121
245 1 4 $a The Relationship among Reading Self-Efficacy, Reading Anxiety, and Reading Comprehension Performance.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 194 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-11, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Czelusniak, Vernon L.
502 $a Thesis (Ed.D.)--St. Thomas University, 2019.
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.
590 $a School code: 0552.
650 4 $a Middle School education. $3 3422398
650 4 $a Educational psychology. $3 517650
650 4 $a Reading instruction. $3 2122756
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690 $a 0525
690 $a 0535
710 2 $a St. Thomas University. $b Educational Leadership. $3 2099668
773 0 $t Dissertations Abstracts International $g 80-11A.
790 $a 0552
791 $a Ed.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13807102