Relationships among Fourth Graders’ Reading Anxiety, Reading Fluency, Reading Motivation, and Reading Comprehension
The aim of the current study was to examine the interrelations among reading anxiety, reading comprehension, reading fluency and reading motivation. In this study that is based on a predictive correlational design, the participants were made up of 128 fourth grade students. Structural equation model...
Gespeichert in:
Veröffentlicht in: | Egitim ve Bilim 2018-01, Vol.43 (194), p.225-243 |
---|---|
Hauptverfasser: | , |
Format: | Artikel |
Sprache: | eng |
Schlagworte: | |
Online-Zugang: | Volltext |
Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
container_end_page | 243 |
---|---|
container_issue | 194 |
container_start_page | 225 |
container_title | Egitim ve Bilim |
container_volume | 43 |
creator | Yamaç, Ahmet Çeliktürk Sezgin, Zuhal |
description | The aim of the current study was to examine the interrelations among reading anxiety, reading comprehension, reading fluency and reading motivation. In this study that is based on a predictive correlational design, the participants were made up of 128 fourth grade students. Structural equation modeling was performed to test our hypotheses regarding the direct and indirect relationships among intrinsic and extrinsic motivation, reading anxiety, reading fluency, and reading comprehension. The results showed that internal motivation has a substantial and positive effect on reading comprehension. Extrinsic motivation has a substantial positive effect on reading fluency. On the other hand, while extrinsic motivation is not a direct substantial predictor of reading comprehension, it has an indirect positive effect on reading comprehension. This relationship is mediated by reading fluency. Furthermore, reading fluency has a substantial and positive effect on reading comprehension and has a substantial and negative effect on reading anxiety. Finally, reading anxiety has a substantial and adverse effect on reading comprehension. |
doi_str_mv | 10.15390/EB.2018.7555 |
format | Article |
fullrecord | <record><control><sourceid>idealonline_cross</sourceid><recordid>TN_cdi_idealonline_journals_IDEAL_71243</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>IDEAL_71243</sourcerecordid><originalsourceid>FETCH-LOGICAL-c269t-29894a4299992fa803a409d08f1d36fc57198aeb67bb45f724e5b9d216a7c4fb3</originalsourceid><addsrcrecordid>eNpNkM1OAjEUhbvQRIIs3c_ODYP9nU6XgAOSYEyIrpvOtJWSoUPawcjO1_D1fBIHMMS7ucl3Ts7NPQDcIThCjAj4UExGGKJ8xBljV6CHCIQpIoTfgEGMGwghghwjnvXAfmVq1brGx7XbxURtG_-ezJp9aNfJPChtQvz5-k5WRmnXKWP_6Ux7GF7ArN4bX_0Dz03rPk6Jw0R5feHTZrsLZm187KRbcG1VHc3gb_fB26x4nT6ly5f5YjpephXORJtikQuqKBbdYKtySBSFQsPcIk0yWzGORK5MmfGypMxyTA0rhcYoU7yitiR9cH_OddqouvG180Zuuu98d1UuHovxUnKEKemc6dlZhSbGYKzcBbdV4SARlKdSZTGRx1LlsVTyC_2ibR0</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype></control><display><type>article</type><title>Relationships among Fourth Graders’ Reading Anxiety, Reading Fluency, Reading Motivation, and Reading Comprehension</title><source>EBSCOhost Education Source</source><creator>Yamaç, Ahmet ; Çeliktürk Sezgin, Zuhal</creator><contributor>Aydoğan,Murat ; Gelbal,Selahattin ; Olkun,Sinan</contributor><creatorcontrib>Yamaç, Ahmet ; Çeliktürk Sezgin, Zuhal ; Aydoğan,Murat ; Gelbal,Selahattin ; Olkun,Sinan</creatorcontrib><description>The aim of the current study was to examine the interrelations among reading anxiety, reading comprehension, reading fluency and reading motivation. In this study that is based on a predictive correlational design, the participants were made up of 128 fourth grade students. Structural equation modeling was performed to test our hypotheses regarding the direct and indirect relationships among intrinsic and extrinsic motivation, reading anxiety, reading fluency, and reading comprehension. The results showed that internal motivation has a substantial and positive effect on reading comprehension. Extrinsic motivation has a substantial positive effect on reading fluency. On the other hand, while extrinsic motivation is not a direct substantial predictor of reading comprehension, it has an indirect positive effect on reading comprehension. This relationship is mediated by reading fluency. Furthermore, reading fluency has a substantial and positive effect on reading comprehension and has a substantial and negative effect on reading anxiety. Finally, reading anxiety has a substantial and adverse effect on reading comprehension.</description><identifier>ISSN: 1300-1337</identifier><identifier>DOI: 10.15390/EB.2018.7555</identifier><language>eng</language><publisher>Ted Yayınları</publisher><subject>Eğitim Bilimleri</subject><ispartof>Egitim ve Bilim, 2018-01, Vol.43 (194), p.225-243</ispartof><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c269t-29894a4299992fa803a409d08f1d36fc57198aeb67bb45f724e5b9d216a7c4fb3</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids></links><search><contributor>Aydoğan,Murat</contributor><contributor>Gelbal,Selahattin</contributor><contributor>Olkun,Sinan</contributor><creatorcontrib>Yamaç, Ahmet</creatorcontrib><creatorcontrib>Çeliktürk Sezgin, Zuhal</creatorcontrib><title>Relationships among Fourth Graders’ Reading Anxiety, Reading Fluency, Reading Motivation, and Reading Comprehension</title><title>Egitim ve Bilim</title><description>The aim of the current study was to examine the interrelations among reading anxiety, reading comprehension, reading fluency and reading motivation. In this study that is based on a predictive correlational design, the participants were made up of 128 fourth grade students. Structural equation modeling was performed to test our hypotheses regarding the direct and indirect relationships among intrinsic and extrinsic motivation, reading anxiety, reading fluency, and reading comprehension. The results showed that internal motivation has a substantial and positive effect on reading comprehension. Extrinsic motivation has a substantial positive effect on reading fluency. On the other hand, while extrinsic motivation is not a direct substantial predictor of reading comprehension, it has an indirect positive effect on reading comprehension. This relationship is mediated by reading fluency. Furthermore, reading fluency has a substantial and positive effect on reading comprehension and has a substantial and negative effect on reading anxiety. Finally, reading anxiety has a substantial and adverse effect on reading comprehension.</description><subject>Eğitim Bilimleri</subject><issn>1300-1337</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><recordid>eNpNkM1OAjEUhbvQRIIs3c_ODYP9nU6XgAOSYEyIrpvOtJWSoUPawcjO1_D1fBIHMMS7ucl3Ts7NPQDcIThCjAj4UExGGKJ8xBljV6CHCIQpIoTfgEGMGwghghwjnvXAfmVq1brGx7XbxURtG_-ezJp9aNfJPChtQvz5-k5WRmnXKWP_6Ux7GF7ArN4bX_0Dz03rPk6Jw0R5feHTZrsLZm187KRbcG1VHc3gb_fB26x4nT6ly5f5YjpephXORJtikQuqKBbdYKtySBSFQsPcIk0yWzGORK5MmfGypMxyTA0rhcYoU7yitiR9cH_OddqouvG180Zuuu98d1UuHovxUnKEKemc6dlZhSbGYKzcBbdV4SARlKdSZTGRx1LlsVTyC_2ibR0</recordid><startdate>20180101</startdate><enddate>20180101</enddate><creator>Yamaç, Ahmet</creator><creator>Çeliktürk Sezgin, Zuhal</creator><general>Ted Yayınları</general><scope>AAYXX</scope><scope>CITATION</scope><scope>IEBAR</scope></search><sort><creationdate>20180101</creationdate><title>Relationships among Fourth Graders’ Reading Anxiety, Reading Fluency, Reading Motivation, and Reading Comprehension</title><author>Yamaç, Ahmet ; Çeliktürk Sezgin, Zuhal</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c269t-29894a4299992fa803a409d08f1d36fc57198aeb67bb45f724e5b9d216a7c4fb3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>Eğitim Bilimleri</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Yamaç, Ahmet</creatorcontrib><creatorcontrib>Çeliktürk Sezgin, Zuhal</creatorcontrib><collection>CrossRef</collection><collection>Idealonline online kütüphane - Journals</collection><jtitle>Egitim ve Bilim</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Yamaç, Ahmet</au><au>Çeliktürk Sezgin, Zuhal</au><au>Aydoğan,Murat</au><au>Gelbal,Selahattin</au><au>Olkun,Sinan</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Relationships among Fourth Graders’ Reading Anxiety, Reading Fluency, Reading Motivation, and Reading Comprehension</atitle><jtitle>Egitim ve Bilim</jtitle><date>2018-01-01</date><risdate>2018</risdate><volume>43</volume><issue>194</issue><spage>225</spage><epage>243</epage><pages>225-243</pages><issn>1300-1337</issn><abstract>The aim of the current study was to examine the interrelations among reading anxiety, reading comprehension, reading fluency and reading motivation. In this study that is based on a predictive correlational design, the participants were made up of 128 fourth grade students. Structural equation modeling was performed to test our hypotheses regarding the direct and indirect relationships among intrinsic and extrinsic motivation, reading anxiety, reading fluency, and reading comprehension. The results showed that internal motivation has a substantial and positive effect on reading comprehension. Extrinsic motivation has a substantial positive effect on reading fluency. On the other hand, while extrinsic motivation is not a direct substantial predictor of reading comprehension, it has an indirect positive effect on reading comprehension. This relationship is mediated by reading fluency. Furthermore, reading fluency has a substantial and positive effect on reading comprehension and has a substantial and negative effect on reading anxiety. Finally, reading anxiety has a substantial and adverse effect on reading comprehension.</abstract><pub>Ted Yayınları</pub><doi>10.15390/EB.2018.7555</doi><tpages>19</tpages><oa>free_for_read</oa></addata></record> |
fulltext | fulltext |
identifier | ISSN: 1300-1337 |
ispartof | Egitim ve Bilim, 2018-01, Vol.43 (194), p.225-243 |
issn | 1300-1337 |
language | eng |
recordid | cdi_idealonline_journals_IDEAL_71243 |
source | EBSCOhost Education Source |
subjects | Eğitim Bilimleri |
title | Relationships among Fourth Graders’ Reading Anxiety, Reading Fluency, Reading Motivation, and Reading Comprehension |
url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-23T14%3A30%3A01IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-idealonline_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Relationships%20among%20Fourth%20Graders%E2%80%99%20Reading%20Anxiety,%20Reading%20Fluency,%20Reading%20Motivation,%20and%20Reading%20Comprehension&rft.jtitle=Egitim%20ve%20Bilim&rft.au=Yama%C3%A7,%20Ahmet&rft.date=2018-01-01&rft.volume=43&rft.issue=194&rft.spage=225&rft.epage=243&rft.pages=225-243&rft.issn=1300-1337&rft_id=info:doi/10.15390/EB.2018.7555&rft_dat=%3Cidealonline_cross%3EIDEAL_71243%3C/idealonline_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_id=info:pmid/&rfr_iscdi=true |