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

Year 2022, Volume: 9 Issue: 3, 98 - 110, 01.05.2022

Pakize Urfalı Dadandı , İbrahim Dadandı

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

Cited By: 3

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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