Predikce čtenářského sebehodnocení v testové baterii PorTex

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F25%3A10499555" target="_blank" >RIV/00216208:11410/25:10499555 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=HncSlfZvgT" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=HncSlfZvgT</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.51561/cspsych.69.3.235" target="_blank" >10.51561/cspsych.69.3.235</a>

Jazyk výsledku

čeština

Název v původním jazyce

Predikce čtenářského sebehodnocení v testové baterii PorTex

Popis výsledku v původním jazyce

Objectives. The study aims to predict the over-all reading self-concept, and its subcomponents as measured by the questionnaire, which is part of the PorTex test battery used to diagnose key aspects of emerging literacy among younger school-aged pupils. It examines language skills, decoding, text comprehension, and environ-mental factors related to teachers and parents. It also assesses how children perceive their read-ing performance and comprehension, which can significantly influence the further develop-ment of literacy skills. The test battery includes a reading self-concept questionnaire consisting of four sub-areas: reading self-concept, reading behaviour, a reflection of evaluation by others, and evaluation of reading comprehension.Sample and settings. Data from the standardisa-tion of the test battery (2018-2019) were ana-lysed in two age groups: pupils in the 2nd and 3rd grades (Group B, N=406) and pupils in the 4th and 5th grades (Group C, N=327).Analysis. The model tested for predicting read-ing self-concept was based on similar analyses found in international literature. However, it also reflected the theoretical definition of self-concept and its formation among Czech pupils. It was hypothesised that variables such as de-coding (reading rate, reading accuracy) and reading comprehension would play a role in the prediction. A relationship was also hypothesised with verbal intelligence, as measured by the WISC III (Similarities subtest), parental educa-tion, and approaches from both the family and the teacher.Results. Linear regression was chosen to verify the prediction models. For the overall reading self-concept score, three models were sequen-tially tested, with the coefficient of determination (R2) differing only minimally between Groups B and C across the three models. Reading rate and parental support played the most significant role in predicting the overall reading self-con-cept score. The prediction of the subscales of the reading self-concept questionnaire (reading self-concept scores, reading behaviour scores, and reflection of evaluation by others scores) was most strongly influenced by the variables of reading rate and parental support. The reading comprehension subscale is predicted by reading comprehension in younger students, along with parental support in both research groups. Limitations. The linear regression results sug-gest that in younger pupils, the prediction of reading self-concept is less strongly related to the established variables (R2 0.19-0.20) than in older pupils (R2 0.36-0.40). This may be related to the still immature evaluation of reading com-petencies in younger pupils but also to the fact that other factors not included in the PorTex test battery (such as personality traits, affectivity, social aspects, etc.) may play a role. This could also be a limitation of the study as a whole, i.e., that the tests and questionnaires in the PorTex battery do not fully explain all the connections with reading self-concept.

Název v anglickém jazyce

Prediction of reading self-concept in the PorTex test battery

Popis výsledku anglicky

Objectives. The study aims to predict the over-all reading self-concept, and its subcomponents as measured by the questionnaire, which is part of the PorTex test battery used to diagnose key aspects of emerging literacy among younger school-aged pupils. It examines language skills, decoding, text comprehension, and environ-mental factors related to teachers and parents. It also assesses how children perceive their read-ing performance and comprehension, which can significantly influence the further develop-ment of literacy skills. The test battery includes a reading self-concept questionnaire consisting of four sub-areas: reading self-concept, reading behaviour, a reflection of evaluation by others, and evaluation of reading comprehension.Sample and settings. Data from the standardisa-tion of the test battery (2018-2019) were ana-lysed in two age groups: pupils in the 2nd and 3rd grades (Group B, N=406) and pupils in the 4th and 5th grades (Group C, N=327).Analysis. The model tested for predicting read-ing self-concept was based on similar analyses found in international literature. However, it also reflected the theoretical definition of self-concept and its formation among Czech pupils. It was hypothesised that variables such as de-coding (reading rate, reading accuracy) and reading comprehension would play a role in the prediction. A relationship was also hypothesised with verbal intelligence, as measured by the WISC III (Similarities subtest), parental educa-tion, and approaches from both the family and the teacher.Results. Linear regression was chosen to verify the prediction models. For the overall reading self-concept score, three models were sequen-tially tested, with the coefficient of determination (R2) differing only minimally between Groups B and C across the three models. Reading rate and parental support played the most significant role in predicting the overall reading self-con-cept score. The prediction of the subscales of the reading self-concept questionnaire (reading self-concept scores, reading behaviour scores, and reflection of evaluation by others scores) was most strongly influenced by the variables of reading rate and parental support. The reading comprehension subscale is predicted by reading comprehension in younger students, along with parental support in both research groups. Limitations. The linear regression results sug-gest that in younger pupils, the prediction of reading self-concept is less strongly related to the established variables (R2 0.19-0.20) than in older pupils (R2 0.36-0.40). This may be related to the still immature evaluation of reading com-petencies in younger pupils but also to the fact that other factors not included in the PorTex test battery (such as personality traits, affectivity, social aspects, etc.) may play a role. This could also be a limitation of the study as a whole, i.e., that the tests and questionnaires in the PorTex battery do not fully explain all the connections with reading self-concept.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Československá psychologie

ISSN

0009-062X

e-ISSN

1804-6436

Svazek periodika

69

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

28

Strana od-do

235-262

Kód UT WoS článku

001523582000001

EID výsledku v databázi Scopus

2-s2.0-105011386715