Pub Date : 2023-03-23DOI: 10.1177/17577438231164717
Kali Thompson
In the last 20 years, neoliberal ideology has heavily influenced the U.S. education system, opening public education up to private corporations as a profitable business endeavor. In this paper, I inquire ( Pierre, 2018 , 2021 ) into educational technology (edtech) teacher ambassador programs through a blog post I wrote as a former second-grade teacher and ambassador for a prominent K-12 edtech company. I argue one way these exploitative spaces operate is through educators’ attachment ( Berlant, 2011 ) to the idea of being a good enough woman teacher ( Pittard, 2015 ) fueled by neoliberal discourses of “keeping up” ( Walkerdine, 2003 ). In other words, the material-discursive apparatus of these program spaces produces a “cruel optimism” for what we could be, rather than what we are, which in turn produces further profit for edtech companies. Overall, this paper grapples with how these programs may appear or feel mutually beneficial for educators, yet are often only monetarily beneficial for edtech companies and their investors.
{"title":"The cruel optimism of educational technology teacher ambassador spaces","authors":"Kali Thompson","doi":"10.1177/17577438231164717","DOIUrl":"https://doi.org/10.1177/17577438231164717","url":null,"abstract":"In the last 20 years, neoliberal ideology has heavily influenced the U.S. education system, opening public education up to private corporations as a profitable business endeavor. In this paper, I inquire ( Pierre, 2018 , 2021 ) into educational technology (edtech) teacher ambassador programs through a blog post I wrote as a former second-grade teacher and ambassador for a prominent K-12 edtech company. I argue one way these exploitative spaces operate is through educators’ attachment ( Berlant, 2011 ) to the idea of being a good enough woman teacher ( Pittard, 2015 ) fueled by neoliberal discourses of “keeping up” ( Walkerdine, 2003 ). In other words, the material-discursive apparatus of these program spaces produces a “cruel optimism” for what we could be, rather than what we are, which in turn produces further profit for edtech companies. Overall, this paper grapples with how these programs may appear or feel mutually beneficial for educators, yet are often only monetarily beneficial for edtech companies and their investors.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45701267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-16DOI: 10.1177/17577438231163279
C. S. Evans, Andrea J. Kirk-Jenkins, Bowen Lader
This article offers a current perspective on George Orwell’s 1984 (1949) utopian society in the context of 2022 and implications for higher education and society in the United States. Societies have experienced numerous issues portrayed in 1984 including power struggles and censorship, and identity politics and cancel culture are impeding an open discussion of ideas. Higher education has been considered a bastion of intellectual inquiry and spirited discussions, where faculty members are in a position of authority in the classroom. This authority can influence the learning environment and experiences; however, both faculty and students are feeling threats from various sectors both internally and externally. To address these matters, findings from various reports and studies indicate a need for greater diversity in perspectives on critical issues in academia, which could impact the preparation and the nature of learning experiences provided for students.
{"title":"1984 revisited: Implications for leaders in higher education in the United States","authors":"C. S. Evans, Andrea J. Kirk-Jenkins, Bowen Lader","doi":"10.1177/17577438231163279","DOIUrl":"https://doi.org/10.1177/17577438231163279","url":null,"abstract":"This article offers a current perspective on George Orwell’s 1984 (1949) utopian society in the context of 2022 and implications for higher education and society in the United States. Societies have experienced numerous issues portrayed in 1984 including power struggles and censorship, and identity politics and cancel culture are impeding an open discussion of ideas. Higher education has been considered a bastion of intellectual inquiry and spirited discussions, where faculty members are in a position of authority in the classroom. This authority can influence the learning environment and experiences; however, both faculty and students are feeling threats from various sectors both internally and externally. To address these matters, findings from various reports and studies indicate a need for greater diversity in perspectives on critical issues in academia, which could impact the preparation and the nature of learning experiences provided for students.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47954119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-14DOI: 10.1177/17577438231163047
M. Wood, F. Su, Andrew Pennington
Examining the entanglement of democracy and social justice in education and the relationship to social mobility, this paper critiques the individualising nature of social mobility in policy discourse as inimical to human flourishing and education as a public good. The rhetoric of social mobility which responsibilises individuals for their success, without due regard to the systemic changes needed to enable this and the societal barriers to social mobility experienced disproportionately by some groups in society, is detrimental to social justice. A conception of education as a pathway to social mobility must be located in a wider vision of civic engagement in a more inclusive and fairer society. Yet civic engagement in education at the local level has been eroded, as illustrated in this paper by the example of an evolving model of school governance in England. As a corporatist, market driven reform, this model exemplifies how local democratic ties between schools and engagement with their communities can be undermined. Social mobility to enable opportunities, access and participation in democratic civic society becomes a fantasy when society is riven with systemic inequalities, lacks the necessary conditions to enable human flourishing and links to community engagement in education for democratic renewal are downplayed.
{"title":"‘You just need to work harder’: Misalignments between the rhetoric of social mobility and education for social justice","authors":"M. Wood, F. Su, Andrew Pennington","doi":"10.1177/17577438231163047","DOIUrl":"https://doi.org/10.1177/17577438231163047","url":null,"abstract":"Examining the entanglement of democracy and social justice in education and the relationship to social mobility, this paper critiques the individualising nature of social mobility in policy discourse as inimical to human flourishing and education as a public good. The rhetoric of social mobility which responsibilises individuals for their success, without due regard to the systemic changes needed to enable this and the societal barriers to social mobility experienced disproportionately by some groups in society, is detrimental to social justice. A conception of education as a pathway to social mobility must be located in a wider vision of civic engagement in a more inclusive and fairer society. Yet civic engagement in education at the local level has been eroded, as illustrated in this paper by the example of an evolving model of school governance in England. As a corporatist, market driven reform, this model exemplifies how local democratic ties between schools and engagement with their communities can be undermined. Social mobility to enable opportunities, access and participation in democratic civic society becomes a fantasy when society is riven with systemic inequalities, lacks the necessary conditions to enable human flourishing and links to community engagement in education for democratic renewal are downplayed.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48904915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-10DOI: 10.1177/17577438231163045
Shai Rudin
Since the establishment of the State of Israel in 1948, only 23 Queer literary works have been published for children and adolescents in Hebrew. This paper examines the characteristics of these works in light of the ambivalent and controversial status of the LGBTQ+ community in Israel. The findings show that the few works that have been published and that present same-sex families or LGBTQ+ characters, and the manner in which Queer themes are presented in those texts, are in line with how these issues are perceived and addressed by Israeli society. Moreover, this article divides the Queer Israeli literature for children and youth into three categories: implied Queer literature that hides the Queer existence through the allegoric genre; Queer-phobic literature that seemingly presents the Queer family but in actual fact promotes homophobic stereotypes; and Queer literature that places the LGBTQ+ character or family in the center of the story without passing judgment or criticism.
{"title":"An ambivalent story: Queer children’s literature in Israel between 1986 and 2022","authors":"Shai Rudin","doi":"10.1177/17577438231163045","DOIUrl":"https://doi.org/10.1177/17577438231163045","url":null,"abstract":"Since the establishment of the State of Israel in 1948, only 23 Queer literary works have been published for children and adolescents in Hebrew. This paper examines the characteristics of these works in light of the ambivalent and controversial status of the LGBTQ+ community in Israel. The findings show that the few works that have been published and that present same-sex families or LGBTQ+ characters, and the manner in which Queer themes are presented in those texts, are in line with how these issues are perceived and addressed by Israeli society. Moreover, this article divides the Queer Israeli literature for children and youth into three categories: implied Queer literature that hides the Queer existence through the allegoric genre; Queer-phobic literature that seemingly presents the Queer family but in actual fact promotes homophobic stereotypes; and Queer literature that places the LGBTQ+ character or family in the center of the story without passing judgment or criticism.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48638442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-09DOI: 10.1177/17577438231163043
N. Selwyn
This paper explores the role of material design as a form of institutional power within contemporary school settings. Drawing on concepts of ‘coercive design’ and ‘hostile architecture’ from design studies, the paper examines three ‘innovative’ designs for classroom chairs – relatively mundane but integral elements of the regulation and disciplining of school space. It is argued that the design intentions of these material objects reveal a number of constrained, conservative intentions to maintain the traditional ordered notion of the classroom as a place where students stay in their seats and engage in work. Tellingly, however, this corporeal manipulation and moderation is now couched in claims around desirable physiological and cognitive conditions for learning – with students’ bodies seen as objects to arrange and constrain in ways deemed conducive for learning. The paper problematises this de-socialised view of classrooms, alongside the underpinning sense of design solutionism and (mis)appropriation of ‘learning science’ by product designers to justify their products’ capacities to somehow cause learning to take place.
{"title":"The modern classroom chair: Exploring the ‘coercive design’ of contemporary schooling","authors":"N. Selwyn","doi":"10.1177/17577438231163043","DOIUrl":"https://doi.org/10.1177/17577438231163043","url":null,"abstract":"This paper explores the role of material design as a form of institutional power within contemporary school settings. Drawing on concepts of ‘coercive design’ and ‘hostile architecture’ from design studies, the paper examines three ‘innovative’ designs for classroom chairs – relatively mundane but integral elements of the regulation and disciplining of school space. It is argued that the design intentions of these material objects reveal a number of constrained, conservative intentions to maintain the traditional ordered notion of the classroom as a place where students stay in their seats and engage in work. Tellingly, however, this corporeal manipulation and moderation is now couched in claims around desirable physiological and cognitive conditions for learning – with students’ bodies seen as objects to arrange and constrain in ways deemed conducive for learning. The paper problematises this de-socialised view of classrooms, alongside the underpinning sense of design solutionism and (mis)appropriation of ‘learning science’ by product designers to justify their products’ capacities to somehow cause learning to take place.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49393767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-08DOI: 10.1177/17577438231163041
Patricia Higgins
The purpose of this autoethnography was to contextualize a personal workplace bullying experience in higher education with the intention to promote action and change within higher education policy and practice. The research questions that guided this study were: How do I tell the story of my experience with workplace bullying in higher education? What are the personal and social impacts of my experience with workplace bullying? What strategies did I use to persevere through the workplace bullying experience? Bullying and incivility in higher education contexts persists despite having knowledge of the negative implications and desire of institutions for change. Three themes emerged in this autoethnography: (1) I don’t even recognize myself anymore; (2) Reliving past trauma: I thought that part of my life was over; and (3) Coping and Survivor’s Guilt. This autoethnography adds to the body of literature surrounding bullying and incivility in the workplace; offers examples of how workplace bullying and incivility impacted a victim’s professional and personal life, along with the victim’s psychological and physical well-being; and facilitates critical reflection on this experience in order to generate innovative methods to address the prevalence and minimize the impacts of similar experiences in the higher education environments.
{"title":"“I don’t even recognize myself anymore”: An autoethnography of workplace bullying in higher education","authors":"Patricia Higgins","doi":"10.1177/17577438231163041","DOIUrl":"https://doi.org/10.1177/17577438231163041","url":null,"abstract":"The purpose of this autoethnography was to contextualize a personal workplace bullying experience in higher education with the intention to promote action and change within higher education policy and practice. The research questions that guided this study were: How do I tell the story of my experience with workplace bullying in higher education? What are the personal and social impacts of my experience with workplace bullying? What strategies did I use to persevere through the workplace bullying experience? Bullying and incivility in higher education contexts persists despite having knowledge of the negative implications and desire of institutions for change. Three themes emerged in this autoethnography: (1) I don’t even recognize myself anymore; (2) Reliving past trauma: I thought that part of my life was over; and (3) Coping and Survivor’s Guilt. This autoethnography adds to the body of literature surrounding bullying and incivility in the workplace; offers examples of how workplace bullying and incivility impacted a victim’s professional and personal life, along with the victim’s psychological and physical well-being; and facilitates critical reflection on this experience in order to generate innovative methods to address the prevalence and minimize the impacts of similar experiences in the higher education environments.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44338849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-08DOI: 10.1177/17577438231163044
S. Best
{"title":"Book Review: Piem, N (2022) Rethinking the Politics of Education (Routledge International Studies in the Philosophy of Education)","authors":"S. Best","doi":"10.1177/17577438231163044","DOIUrl":"https://doi.org/10.1177/17577438231163044","url":null,"abstract":"","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46198454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-06DOI: 10.1177/17577438231163042
A. Malik
After the reformation era in 1998, Islamic education, either Pesantren or Madrasah, has witnessed significant growth. Unlike during the Dutch, Soekarno, and Soeharto eras, when Islamic education remained marginalized, Indonesia recently houses the biggest Islamic education system where thousands of Pesantren become homes to Muslim children. Nonetheless, the fall of the later regime in 1998 has hitherto marked the prominence of Pesantren education nationwide along with the rise of Salafi-based Pesantren. This article aimed to discover three novel ultra-conservative variants of Salafi-based Pesantren and their contestation against other Islamic organizations promoting social tension and prejudice. Therefore, using a qualitative research method, the study’s main aim is to identify how Islamic school institutions develop influenced by the movement of Islamic groups in Indonesia, specifically Islamic boarding schools. In doing so, this study interviewed 190 informants from 39 of 8 provinces. This study unveiled three Salafi-based Pesantren variants: Salafi jihadis, Salafi Wahabi, and Salafi Haraki. These three variants of Salafi gained little attention from previous studies.
{"title":"New variants of ultra-conservative Islamic schools in Indonesia: A study on Islamic school endeavor with Islamic group movement","authors":"A. Malik","doi":"10.1177/17577438231163042","DOIUrl":"https://doi.org/10.1177/17577438231163042","url":null,"abstract":"After the reformation era in 1998, Islamic education, either Pesantren or Madrasah, has witnessed significant growth. Unlike during the Dutch, Soekarno, and Soeharto eras, when Islamic education remained marginalized, Indonesia recently houses the biggest Islamic education system where thousands of Pesantren become homes to Muslim children. Nonetheless, the fall of the later regime in 1998 has hitherto marked the prominence of Pesantren education nationwide along with the rise of Salafi-based Pesantren. This article aimed to discover three novel ultra-conservative variants of Salafi-based Pesantren and their contestation against other Islamic organizations promoting social tension and prejudice. Therefore, using a qualitative research method, the study’s main aim is to identify how Islamic school institutions develop influenced by the movement of Islamic groups in Indonesia, specifically Islamic boarding schools. In doing so, this study interviewed 190 informants from 39 of 8 provinces. This study unveiled three Salafi-based Pesantren variants: Salafi jihadis, Salafi Wahabi, and Salafi Haraki. These three variants of Salafi gained little attention from previous studies.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49340943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-06DOI: 10.1177/17577438231155628
S. Awada, Lama Ahmad, Roula Bou Assi, Zad Rafei, Chaza Abou Omar, Georges Hatem
Objectives: This study aims to assess (i) the health-related Quality of Life (QoL) of medical students in Lebanon, (ii) its association with their general characteristics, and (iii) to investigate the combined effects of the predictors affecting the quality of life of students. Methods: An observational cross-sectional study was performed over three months, targeting 401 medical students from six universities. The 36-item Short Form survey was used to quantify the different QoL scores. Results: The physical component (PC) domains had higher scores than the mental component (MC) ones (70.2 vs. 55.9). Students aged 30 years or less had higher scores in all the PC domains than older students (70.9 vs. 59.3; p<0.010) but comparable scores in the MC domains (55.6 vs. 59.8; p>0.050). Single students had a significantly higher role-emotional score (63.5 vs. 49.0; p<0.050), and those studying in public universities had greater general health scores (57.7 vs. 53.7; p<0.050). Younger age significantly increased most of the health-related PC scores, and having chronic diseases decreased all the QoL scores except the mental health score. Conclusion: The QoL of medical students was negatively affected during the pandemic, particularly their mental health. Informed educational and health decisions are required to minimize this impact on their academic performance.
{"title":"Health-related Quality of life of medical students during the COVID-19 pandemic: A cross-sectional study in Lebanon","authors":"S. Awada, Lama Ahmad, Roula Bou Assi, Zad Rafei, Chaza Abou Omar, Georges Hatem","doi":"10.1177/17577438231155628","DOIUrl":"https://doi.org/10.1177/17577438231155628","url":null,"abstract":"Objectives: This study aims to assess (i) the health-related Quality of Life (QoL) of medical students in Lebanon, (ii) its association with their general characteristics, and (iii) to investigate the combined effects of the predictors affecting the quality of life of students. Methods: An observational cross-sectional study was performed over three months, targeting 401 medical students from six universities. The 36-item Short Form survey was used to quantify the different QoL scores. Results: The physical component (PC) domains had higher scores than the mental component (MC) ones (70.2 vs. 55.9). Students aged 30 years or less had higher scores in all the PC domains than older students (70.9 vs. 59.3; p<0.010) but comparable scores in the MC domains (55.6 vs. 59.8; p>0.050). Single students had a significantly higher role-emotional score (63.5 vs. 49.0; p<0.050), and those studying in public universities had greater general health scores (57.7 vs. 53.7; p<0.050). Younger age significantly increased most of the health-related PC scores, and having chronic diseases decreased all the QoL scores except the mental health score. Conclusion: The QoL of medical students was negatively affected during the pandemic, particularly their mental health. Informed educational and health decisions are required to minimize this impact on their academic performance.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47294331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-16DOI: 10.1177/17577438221146246
Xiao-yun Xiao
This study investigated the constructs of reading motivation (i.e., affective and cognitive reading attitude, and reading self-concept) and examined their relations with reading behavior and performance. Hong Kong data from PIRLS 2016 were analyzed to address the questions. A special attention was paid to the indirect influences of the motivational constructs on reading performance via the influence of reading amount. Results confirmed that reading attitude could be further distinguished into the affective and cognitive components. These components of reading attitude along with reading self-concept were demonstrated to have differential relations with reading amount and achievement. Results also found significant relations between reading attitude and reading self-concept on one hand, and reading achievement on the other hand mediated by reading amount.
{"title":"How motivational constructs predict reading amount and reading achievement: The role of reading attitude and reading self-concept","authors":"Xiao-yun Xiao","doi":"10.1177/17577438221146246","DOIUrl":"https://doi.org/10.1177/17577438221146246","url":null,"abstract":"This study investigated the constructs of reading motivation (i.e., affective and cognitive reading attitude, and reading self-concept) and examined their relations with reading behavior and performance. Hong Kong data from PIRLS 2016 were analyzed to address the questions. A special attention was paid to the indirect influences of the motivational constructs on reading performance via the influence of reading amount. Results confirmed that reading attitude could be further distinguished into the affective and cognitive components. These components of reading attitude along with reading self-concept were demonstrated to have differential relations with reading amount and achievement. Results also found significant relations between reading attitude and reading self-concept on one hand, and reading achievement on the other hand mediated by reading amount.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48331956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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