The double‐edged sword effect of reading self‐concept on math achievement
Additional insights for making dimensional comparisons
Bibliographic Data
| ID | 21376248 |
|---|---|
| Authors | Yuyang Cai (0000-0002-0320-4602, Centre for Language Education and Assessment Research (CLEAR) & School of Languages Shanghai University of International Business and Economics Shanghai China), Zhu Li-ping (0000-0002-3562-0707, School of Languages, Shanghai University of International Business and Economics Shanghai China), Yan Yang (0000-0001-8648-9692, Higher Education Development Centre, University of Otago Dunedin New Zealand, corresponding author) |
| Year | 2025 |
| Volume | 62 |
| Issue | 2 |
| Pages | 631-645 |
| Publication date | 2025-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.23342 |
| OpenAlex | W4403631412 |
| Language | EN |
| Citations received | 1 |
| References cited | 63 |
A common belief underlying the dimensional comparison theory is that reading self‐concept has a positive relation to reading achievement but a negative relation to math achievement. However, this belief is incomplete and potentially misleading as supporting evidence is usually derived from studies without simultaneously considering the mediated effect of reading self‐concept through reading achievement. The current study examined the direct and indirect effects of reading self‐concept on math achievement through reading achievement, using PISA 2018 data from 501,766 students across 74 countries/territories. Multilevel structural equation modeling was performed to control for confounding variances from the school level and above. The results showed that reading self‐concept had a direct and negative effect on math achievement, while also exerting a positive indirect effect on math achievement through reading achievement. Overall, the indirect effect outperformed the negative direct effect on math achievement. We concluded that reading self‐concept exerted a double‐edged effect on math achievement. These results should be able to shed new light on the contrasting comparison effect of self‐concept on academic achievement
Academic achievement · Developmental psychology · Linguistics · Mathematics education · Reading (process) · SWORD · Cognitive and developmental aspects of mathematical skills · Computer Science · Education, Achievement, and Giftedness · Neuroscience, Education and Cognitive Function · Psychology
Dimensional Comparisons and Their Consequences for Self-Concept, Motivation, and Emotion
Visible Learning
Pisa 2018 Assessment and Analytical Framework
Motivational and Cognitive Predictors of Text Comprehension and Reading Amount
A Meta-Analytic Path Analysis of the Internal/External Frame of Reference Model of Academic Achievement and Academic Self-Concept
Development of young children's reading self-concepts
Self-Concept
A Meta-analysis of the Longitudinal Relationship Between Academic Self-Concept and Academic Achievement
Dimensional comparison theory.
Academic self-concept and academic achievement
Gender, Context, and Reading
Task values and ability beliefs as predictors of high school literacy choices
Intrinsic and extrinsic reading motivation as predictors of reading literacy
From expectancy-value theory to situated expectancy-value theory
Self-Concept
Dual-Process Theories of Higher Cognition
Mechanisms mediating the relation between reading self-concept and reading comprehension
Growth mindset and reading proficiency of ESL learners
Developmental trajectories for literacy and math skills from primary to secondary school
A Meta-Analysis of Relations Between Achievement and Self-Concept
Connections between mathematics and reading development
The Reviewer’s Guide to Quantitative Methods in the Social Sciences
Teachers’ relatedness with students as a predictor of students’ intrinsic motivation, self-concept, and reading achievement
Examining the mediation of engagement between self-efficacy and language achievement
Young Minority Home‐Language Students’ Biased Reading Self‐Concept and Its Consequences for Reading Development
Reciprocal effects of reading and mathematics? Beyond the cross-lagged panel model
Big-Fish--Little-Pond effect on academic self-concept
The Reciprocal Internal/External Frame of Reference Model
Achievement, self-concept and anxiety in mathematics and English
Academic self-concept and academic achievement
Society-level social axiom moderates the association between growth mindset and achievement across cultures
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |