APS
2026 APS Annual Convention · 2026
Early Motivational Predictors of Reading Achievement: The Emerging Role of Self-Concept
- Fenke Kachisi
Center for Individual Development and Adaptive Education of Children at Risk (IDeA) - Fenke Kachisi
DIPF | Leibniz Institute for Research and Information in Education - Telse Nagler
DIPF | Leibniz Institute for Research and Information in Education - Telse Nagler
Center for Individual Development and Adaptive Education of Children at Risk (IDeA) - Telse Nagler
University of Bremen
Abstract
This study examined reading motivation, reading self-concept, and reading comprehension in 80 elementary students. Multilevel analyses showed that reading self-concept but not reading motivation, predicted reading comprehension. Findings suggest that self-concept may influence comprehension earlier in development, highlighting the need to differentiate motivational factors in reading interventions.
