Thesis
A Systematic Review of How Reading Self-Concept is Defined and Measured in Secondary Education
Washington State University
Master of Arts (MA), Washington State University
05/2025
DOI:
https://doi.org/10.7273/000007488
Abstract
There are various definitions defined within literacy research that can make it difficult to fully conceptualize what reading self-concept is and its usefulness in secondary education. How reading self-concept is defined and measured in the literature, as well as its differences from other constructs, was investigated in this review due to the frequent occurrence of researchers using multiple constructs interchangeably. A sample of 39 articles were reviewed and analyzed for themes that would contribute to bringing clarity on this issue. The emergent themes and trends in the literature revealed differences between old and contemporary publications on reading self-concept and concerns about how constructs can become unclear due to researcher’s lack of transparency and explicitness in research.
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Details
- Title
- A Systematic Review of How Reading Self-Concept is Defined and Measured in Secondary Education
- Creators
- Elise Unruh-Thomas
- Contributors
- Kira Carbonneau (Chair)Chad Gotch (Committee Member)Robert Danielson (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- Department of Kinesiology and Educational Psychology
- Theses and Dissertations
- Master of Arts (MA), Washington State University
- Publisher
- Washington State University
- Number of pages
- 56
- Identifiers
- 99901221252101842
- Language
- English
- Resource Type
- Thesis