Self-concept in poor readers: a systematic review protocol

Abstract

outcomes, particularly mental health. At least some of this association may be underpinned by poor self-concept; however, the evidence for this relationship is mixed. In this systematic review protocol, we outline an approach to adjudicate between three reasons for these mixed results: (1) poor reading is more closely associated with some types of self-concept than others; (2) low self-concept is more closely associated with some types of poor reading than others; and (3) low self-concept is not associated with poor reading per se, but is associated with co-morbid problems with language or attention.The protocol proposes a review (based on PRSIMA-P guidelines) to use the existing literature to explore the evidence for these possibilities to better understand the association between poor reading and low self-concept. AmendmentsThis is the original protocol for this systematic review, created in 2016 based on the PRISMA-P 2015 checklist Shamseer et al., 2015). In the event of amendments to the protocol, the date and description of each amendment will be provided along with an update to the review rationale as necessary. ABSTRACTIndividuals with poor reading ability are at greater risk of educational and occupational difficulties. In addition to this, these individuals are also at greater risk of poor health outcomes, particularly mental health. At least some of this association may be underpinned by poor self-concept; however, the evidence for this relationship is mixed. In this systematic review protocol, we outline an approach to adjudicate between three reasons for these mixed results: (1) poor reading is more closely associated with some types of self-concept than others; (2) low self-concept is more closely associated with some types of poor reading than others; and (3) low selfconcept is not associated with poor reading per se, but is associated with co-morbid problems with language or attention. The protocol proposes a review (based on PRSIMA-P guidelines) to use the existing literature to explore the evidence for these possibilities to better understand the association between poor reading and low selfconcept.

Relationships between Reading Ability and Child Mental Health: Moderating Effects of Self‐Esteem

“…However, almost no research has examined why reading ability is associated with these negative outcomes . Previous research has also established that reading difficulties are associated with poor academic selfesteem (Alexander-Passe, 2006;Boetsch et al, 1996;Casey et al, 1992;Frederickson & Jacobs, 2001;McArthur, Castles et al, 2016;McArthur, Francis et al, 2016), with some evidence of an additional deficit in global self-esteem and self-worth Alexander-Passe, 2006;Humphrey & Mullins, 2002). The current study aimed to investigate the possibility that the relationship between reading ability and child mental health may be moderated and/or mediated by self-esteem.…”

“…A number of studies have examined relationships between reading ability and global self-esteem, as well as self-esteem in specific domains (McArthur, Francis, Caruana, Boyes, & Badcock, 2016). With regard to general self-esteem, the findings are mixed.…”

Zur Güte von Evaluationsstudien deutschsprachiger Rechtschreibtrainings

“…B. allgemeine "writing selfefficacy"; vgl. Pajares, 2003) (Bear, Minke & Manning, 2002;McArthur, Filardi, Francis, Boyes & Badcock, 2020). Die hierzu verfügbaren Untersuchungen zeigen jedoch die er warteten Zusammenhänge, wonach höhere schreibbezo gene Fähigkeitsselbstkonzepte mit besseren Leistungen in Rechtschreibtests einhergehen (Ehm, Lindberg & Hassel horn, 2014;Gorges, Neumann, Wild, Stranghörner & LütjeKlose, 2018;Trautner & Schwinger, 2018).…”