ArticleThe British journal of educational psychology2025
Academic self-concept and reading comprehension among students with learning disabilities: Serial mediating effect of reading anxiety and reading motivation.
Article in The British journal of educational psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers, 1 of them a synthesis that pooled it.
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Who cites it
3 citing papers in PubMed, 1 synthesis or guideline pooled it.
- The association between reading anxiety and reading achievement: A meta-analysis and systematic review.Psychological bulletin · 2026Pooled it
- On the Linguistic and Cognitive Factors that Predict Reading Abilities Among Arabic-Speaking University Students.Journal of psycholinguistic research · 2026Article
- Academic self-concept and reading comprehension among students with learning disabilities: Serial mediating effect of reading anxiety and reading motivation.The British journal of educational psychology · 2025Article
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Authors and funding
2 authors.
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Abstract
backgroundStudents 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.
aimsThis 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.
methodsStructural equation modelling (SEM) was employed to analyse the data, with reading anxiety and reading motivation considered as mediators.
resultsThe 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.
conclusionsThe 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.
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