Academic self-concept and reading comprehension among students with learning disabilities: Serial mediating effect of reading anxiety and reading motivation

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dc.authorid0000-0002-1470-8195
dc.authorid0000-0003-1922-0161
dc.contributor.authorSümer Dodur, Halime Miray
dc.contributor.authorCeylan, Mustafa
dc.date.accessioned2025-06-16T05:38:18Z
dc.date.available2025-06-16T05:38:18Z
dc.date.issued2025
dc.departmentAÇÜ, Eğitim Fakültesi, Özel Eğitim Bölümü
dc.description.abstractBackground: Students with learning disabilities often struggle to achieve expected academic performance despite average or above-average intelligence. Reading comprehension, a cognitive process involving multiple mental skills, is particularly challenging for these students, with approximately 80% experiencing difficulties. Aims: This study investigates the relationship between academic self-concept and reading comprehension among middle school students with learning disabilities, focusing on the serial mediating roles of reading anxiety and reading motivation. Sample(s): The sample consists of 302 middle school students (165 males, 137 females) diagnosed with learning disabilities. The participants included 77 fifth graders, 80 sixth graders, 75 seventh graders and 70 eighth graders. Methods: Structural equation modelling (SEM) was employed to analyse the data, with reading anxiety and reading motivation considered as mediators. Results: The SEM results indicated that reading motivation partially mediated the relationship between academic self-concept and reading comprehension, while reading anxiety and reading motivation together fully mediated this relationship. Conclusions: The findings highlight the importance of addressing both reading anxiety and motivation to improve reading comprehension in students with learning disabilities. Enhancing academic self-concept and reducing reading anxiety can significantly boost reading motivation and comprehension skills.
dc.identifier.doi10.1111/bjep.12763
dc.identifier.issn00070998
dc.identifier.pmid40040277
dc.identifier.scopus2-s2.0-86000297158
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://hdl.handle.net/11494/5508
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.institutionauthorid0000-0003-1922-0161
dc.language.isoen
dc.publisherJohn Wiley and Sons Ltd
dc.relation.ispartofBritish Journal of Educational Psychology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/embargoedAccess
dc.subjectAcademic self-concept
dc.subjectLearning disabilities
dc.subjectReading anxiety
dc.subjectReading comprehension
dc.subjectReading motivation
dc.subjectSerial mediation analysis
dc.titleAcademic self-concept and reading comprehension among students with learning disabilities: Serial mediating effect of reading anxiety and reading motivation
dc.typeArticle

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