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|Title:||Familial and psychological effects on students' reading achievements: Linear structural relations (LISREL) approach|
|Author(s):||Liu, Shung-Yi Sandy|
|Doctoral Committee Chair(s):||Wardrop, James L.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Tests and Measurements
Education, Educational Psychology
|Abstract:||The purpose of this study is to investigate the effects of familial and psychological factors on reading achievement, and to establish a theoretical model linking home background, parental involvement, and psychological orientation, to time spent reading, and reading achievement. The data for the study were selected from the senior cohort of Base Year (1980) of the High School and Beyond (HSB) data base. A total of 1849 high school seniors--846 boys and 1003 girls--with complete responses were studied in this research.
Linear structural relations (LISREL) approach was employed in the study as the analytical procedure. Three measurement models for home background, psychological orientation and reading achievement, and twelve simple structural submodels were constructed at the first stage. Then, these measurement models and simple structural submodels were combined to form a full structural model linking the seven latent dimensions--home background, parental involvement, time spent reading, test anxiety, self-concept and locus of control, motivation, and reading achievement. After the optimal-fitting structural models were located for the male and female groups respectively, the author used multi-group analysis to check whether the reading-achievement models for the male and female groups were invariant.
According to the results presented in this study, home background and one of the psychological domains--self-concept and locus of control--had significantly direct and indirect influence on reading achievement. The impact of test anxiety on students' reading achievement was significant and negative. On the other hand, neither parental involvement nor academic motivation had significantly direct impacts on reading achievement. However, these two factors indirectly affected students' reading achievement through the mediator of time spent reading which presented a significant direct impact on reading achievement. In addition, no practical differences were found between the male and the female groups.
|Rights Information:||Copyright 1992 Liu, Shung-Yi Sandy|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9236524|
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