Academic self-concept and reading comprehension among students with learning disabilities: Serial mediating effect of reading anxiety and reading motivation

Background

Students with learning disabilities often struggle to achieve expected academic performance despite average or above-average intelligence. Reading comprehension, a cognitive process involving multiple mental skills, is particularly challenging for these students, with approximately 80% experiencing difficulties.

Aims

This study investigates the relationship between academic self-concept and reading comprehension among middle school students with learning disabilities, focusing on the serial mediating roles of reading anxiety and reading motivation.

Sample(s)

The sample consists of 302 middle school students (165 males, 137 females) diagnosed with learning disabilities. The participants included 77 fifth graders, 80 sixth graders, 75 seventh graders and 70 eighth graders.

Methods

Structural equation modelling (SEM) was employed to analyse the data, with reading anxiety and reading motivation considered as mediators.

Results

The SEM results indicated that reading motivation partially mediated the relationship between academic self-concept and reading comprehension, while reading anxiety and reading motivation together fully mediated this relationship.

Conclusions

The findings highlight the importance of addressing both reading anxiety and motivation to improve reading comprehension in students with learning disabilities. Enhancing academic self-concept and reducing reading anxiety can significantly boost reading motivation and comprehension skills.