The Relationships Among Teachers’ Behaviours That Encourage Students’ Reading Engagement, Reading Enjoyment, Reading Self-Efficacy and Reading Success

Pakize Urfalı Dadandı; İbrahim Dadandı

doi:10.17275/per.22.56.9.3

EN

The Relationships Among Teachers’ Behaviours That Encourage Students’ Reading Engagement, Reading Enjoyment, Reading Self-Efficacy and Reading Success

Abstract

Reading comprehension has a critical importance for almost every aspect of individuals’ life. The aim of this study is to reveal the relations among students’ perceptions of their Turkish language teachers’ behaviours that encourage reading engagement, levels of reading enjoyment, reading self-efficacy, and reading success within the frame of a model, using PISA 2018 Turkey data. The study is based on the correlational research model and the sample includes 6450 (F= 3247, M= 3203) students who completed the PISA 2018 Turkey questionnaire. The data obtained from the PISA 2018 database were analyzed using the structural equation model (SEM) and the sobel test. SEM analyses revealed that the hypothesized model well fits the data and all the regression paths in the model are statistically significant. According to the research findings, teachers’ behaviours that encourage students’ reading engagement (TBESRE), reading enjoyment, and reading self-efficacy have significant direct effects on reading achievement. In addition, TBESRE has significant indirect effects on reading achievement through reading enjoyment and reading self-efficacy, and that reading self-efficacy has a significant indirect effect on reading achievement through reading enjoyment. Considering the findings of this study, it is recommended that teachers implement practices to encourage students' participation in reading activities and develop educational interventions to improve reading enjoyment and reading self-efficacy.

Keywords

reading engagement, reading enjoyement, reading self-efficacy, reading success

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Details

Primary Language

English

Subjects

Other Fields of Education

Journal Section

Research Article

Authors

Pakize Urfalı Dadandı ^*
0000-0002-8364-9408
Türkiye

İbrahim Dadandı
0000-0003-1503-0272
Türkiye

Publication Date

May 1, 2022

Submission Date

March 26, 2021

Acceptance Date

November 11, 2021

Published in Issue

Year 2022 Volume: 9 Number: 3

DOI

https://doi.org/10.17275/per.22.56.9.3

IZ

https://izlik.org/JA53FF29MM

APA

Urfalı Dadandı, P., & Dadandı, İ. (2022). The Relationships Among Teachers’ Behaviours That Encourage Students’ Reading Engagement, Reading Enjoyment, Reading Self-Efficacy and Reading Success. Participatory Educational Research, 9(3), 98-110. https://doi.org/10.17275/per.22.56.9.3

AMA

1.Urfalı Dadandı P, Dadandı İ. The Relationships Among Teachers’ Behaviours That Encourage Students’ Reading Engagement, Reading Enjoyment, Reading Self-Efficacy and Reading Success. PER. 2022;9(3):98-110. doi:10.17275/per.22.56.9.3

Chicago

Urfalı Dadandı, Pakize, and İbrahim Dadandı. 2022. “The Relationships Among Teachers’ Behaviours That Encourage Students’ Reading Engagement, Reading Enjoyment, Reading Self-Efficacy and Reading Success”. Participatory Educational Research 9 (3): 98-110. https://doi.org/10.17275/per.22.56.9.3.

EndNote

Urfalı Dadandı P, Dadandı İ (May 1, 2022) The Relationships Among Teachers’ Behaviours That Encourage Students’ Reading Engagement, Reading Enjoyment, Reading Self-Efficacy and Reading Success. Participatory Educational Research 9 3 98–110.

IEEE

[1]P. Urfalı Dadandı and İ. Dadandı, “The Relationships Among Teachers’ Behaviours That Encourage Students’ Reading Engagement, Reading Enjoyment, Reading Self-Efficacy and Reading Success”, PER, vol. 9, no. 3, pp. 98–110, May 2022, doi: 10.17275/per.22.56.9.3.

ISNAD

Urfalı Dadandı, Pakize - Dadandı, İbrahim. “The Relationships Among Teachers’ Behaviours That Encourage Students’ Reading Engagement, Reading Enjoyment, Reading Self-Efficacy and Reading Success”. Participatory Educational Research 9/3 (May 1, 2022): 98-110. https://doi.org/10.17275/per.22.56.9.3.

JAMA

1.Urfalı Dadandı P, Dadandı İ. The Relationships Among Teachers’ Behaviours That Encourage Students’ Reading Engagement, Reading Enjoyment, Reading Self-Efficacy and Reading Success. PER. 2022;9:98–110.

MLA

Urfalı Dadandı, Pakize, and İbrahim Dadandı. “The Relationships Among Teachers’ Behaviours That Encourage Students’ Reading Engagement, Reading Enjoyment, Reading Self-Efficacy and Reading Success”. Participatory Educational Research, vol. 9, no. 3, May 2022, pp. 98-110, doi:10.17275/per.22.56.9.3.

Vancouver

1.Pakize Urfalı Dadandı, İbrahim Dadandı. The Relationships Among Teachers’ Behaviours That Encourage Students’ Reading Engagement, Reading Enjoyment, Reading Self-Efficacy and Reading Success. PER. 2022 May 1;9(3):98-110. doi:10.17275/per.22.56.9.3

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The Relationships Among Teachers’ Behaviours That Encourage Students’ Reading Engagement, Reading Enjoyment, Reading Self-Efficacy and Reading Success

Abstract

The Relationships Among Teachers’ Behaviours That Encourage Students’ Reading Engagement, Reading Enjoyment, Reading Self-Efficacy and Reading Success

Abstract

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Details

Primary Language

Subjects

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Acceptance Date

Published in Issue

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Cite

Cited By

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