学习障碍学生的学术自我概念和阅读理解:阅读焦虑和阅读动机的连续调解效应
Halime Miray Sümer Dodur1, Mustafa Ceylan2
1Department of Social Work, Çankırı Karatekin University, Çankırı, Turkey.
The British journal of educational psychology
|March 5, 2025
概括
学术自我概念影响学习障碍学生的阅读理解. 提高动机和减少焦虑是提高阅读技能的关键.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 特殊教育 特殊教育
背景情况:
- 具有学习障碍 (LD) 的学生经常在学业上表现不佳,尽管他们的智力平均或更高.
- 阅读理解是一种复杂的认知技能,对大约80%的LD学生来说,这是一项重大挑战.
研究的目的:
- 检查LD中学生学术自我概念和阅读理解之间的联系.
- 研究阅读焦虑和阅读动机对这种关系的连续调解效应.
主要方法:
- 302名被诊断患有LD的中学学生的样本参与了这项研究.
- 用结构方程建模 (SEM) 分析数据.
- 阅读焦虑和阅读动机被列入串行调解者.
主要成果:
- 阅读动机部分调解了学术自我概念和阅读理解之间的关联.
- 阅读焦虑和阅读动机共同完全调解了学术自我概念和阅读理解之间的关系.
结论:
- 针对阅读焦虑和动机的干预措施对于改善LD学生的阅读理解至关重要.
- 提高学术自我概念和减轻阅读焦虑可以积极影响阅读动机和整体理解.
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