Investigation of readers' self-concept: The influence of reading proficiency on self-concept.

摘要

The purpose of this quantitative correlation study was to research the influence of reading proficiency on global self-concept (TOT) for sixth-grade proficient readers and below proficiency readers, as well as the self-concept domains of Behavioral Adjustment (BEH), Intellectual and School Status (INT), Physical Appearance and Attributes (PHY), Freedom From Anxiety (FRE), Popularity (POP), and Happiness and Satisfaction (HAP) using the Piers-Harris Children's Self-Concept Scale, Second Edition (Piers-Harris 2: Piers-Harris Children's Self-Concept Scale Manual [2nd ed.], E. Piers & D. Herzberg, 2003). One research question was investigated: Is there a significant relationship between reading proficiency and the self-concept of below proficient and proficient sixth-grade students? Hypotheses for each domain of the self-concept were analyzed individually for significant relationships. Results of the study indicated no relationship between reading proficiency and the domains of TOT, BEH, INT, FRE, POP, and HAP. However, deeper investigation revealed a relationship between reading proficiency and PHY for below basic readers. Further research to investigate the implication of the range of significance values for the domains of self-concept may be justified. Additional statistics applied to the significance values derived in the current study may reveal relevant relationships that are present and to what degree they are present.