Early reading-related skills and performance, reading self-concept, and the development of academic self-concept : A longitudinal study

By J. Chapman, W. Tunmer, Jane E. Prochnow. 2000

345 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/983fd9807350c21869d46d1cfbedb8562e5063dc

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Exploring the relationships between academic buoyancy, academic self-concept, and academic performance: a study of mathematics and reading among primary school students (2019, result): “…self-concept in our model (Figure 2) also confirms the value of self-concept as a mediating variable within more complex academic processes (Guay, Ratelle, Roy, & Litalien, 2010) and further reinforces selfconcept’s importance as a key factor impacting academic achievement (Chapman et al., 2000).”
Improving children's working memory and classroom performance (2010, neutral): “Aunola, Leskinen, Onatsu‐Arvilommi, & Nurmia, 2002 ; Chapman, Tunmer, & Prochnow, 2000 ).”
A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students (2020, background): “For example, Chapman et al. (2000) found that primary students’ prereading skills (i.e., phonological awareness and alphabetic knowledge) were highly predictive of self-concept, as an indicator of motivation.”
Noncognitive Skills in the Classroom: New Perspectives on Educational Research (2010, methodology): “…Scale for Students (PASS) Student Reading, spelling, language arts, math, and printing/writing 70 1 Upper elementary school, grades 3 through 6 Chapman et al. (2000) Construct validity: Factor analysis, item difficulty, and item discrimination (point biserial correlations) reduced 143 items…”
Patterns of Young Children's Motivation for Science and Teacher-Child Relationships (2008, background): “A 3-year longitudinal study of school beginners found that those with the lowest academic self-concept, after 2 years at school, were identifiable within the first 2 months of the first year ( Chapman, Tunmer, & Prochnow, 2000 ).”
An Initial Study of the Effects of Cooperative Learning on Reading Comprehension, Vocabulary Acquisition, and Motivation to Read (2006, background): “The positive connection between higher motivation and positive self-concept and reading abilities has been established for quite sometime now ( Fenimore, 1968 ; Henderson, Long, & Ziller, 1965 ; Holmes, 1961 ) and is underscored by more recent research ( Chapman & Tunmer, 1995 , 1997 ; Chapman, ”
Science and Scientific Curiosity in Pre-school—The teacher's point of view (2013, background): “Indeed, the literature is replete with evidence about the influence of early learning experiences on children's attitudes and interests toward different subject domains, perception of personal abilities and enjoyment involving these domains (Chapman, Tunmer, & Prochnow, 2000 ; Patrick et al, 2009 ”
Examining the Influence of Teacher Behavior and Classroom Context on the Behavioral and Academic Outcomes for Students With Emotional or Behavioral Disorders (2008, background): “Because it may take time for a child’s academic experiences to stabilize or become consistent enough to begin to affect his or her feelings about the task demands, it may take a while before the child grows frustrated enough to begin avoiding academic tasks through acting-out behaviors ( Chapman, Tu”