The Relationship Between Cognitive and Affective Dimensions of Reading Self-Concept With Reading Achievement in English and Russian

Abstract

This study aimed to evaluate whether cognitive and affective dimensions of reading self-concepts in English and Russian are distinct constructs and to examine whether the relationships among cognitive and affective variables are invariant across gender. A total of 349 tenth-grade Azeri students were selected from 12 schools in Baku, Azerbaijan. This study adapted the Self-Description Questionnaire and Cényelvi mérés for assessment of reading self-concepts and achievements in two foreign languages. The results of structural equation modeling demonstrated that cognitive and affective self-concepts were independent, but strongly interrelated constructs. The separated components of the reading self-concept construct showed a more explicit structure than a conflated model. The relationships among cognitive and affective self-concepts with achievements in the reading domain were invariant across gender. The results of this study can encourage future research on the examination of more domain-specific self-concepts that conceptualizes twofold multidimensional structure.

Cognitive and Affective Components of Verbal Self-Concepts and Internal/External Frame of Reference Within the Multidimensional Verbal Domain

“…Arens et al (2011) revealed that regardless of the high correlations between cognitive and affective dimensions of self-concept, mathematics and language subjects of academic achievement had different correlations with the two components of self-concept. Similar findings of Marsh et al (1999), andArens et al (2011) showed that models would fit better to the data if the two components were separated rather than conflated as there was a higher relationship between achievement with the corresponding domain of self-concept than affective component (cognitive math: r = .61, verbal r = .63; affective math: r = .37, verbal: r = .33; cited in Karimova & Csapó, 2021) Moreover, some studies (Arens et al, 2011(Arens et al, , 2014Marsh & Ayotte, 2003;Marsh et al, 2012) examined the twofold multidimensional structure of self-concept within different countries and cultures. Studying the twofold multidimensional nature of native (Chinese) and nonnative (English) languages, Yang et al (2014) found that Chinese vocational students distinguished between two dimensions of academic self-concept.…”

“…Arens et al (2011) revealed that regardless of the high correlations between cognitive and affective dimensions of self-concept, mathematics and language subjects of academic achievement had different correlations with the two components of self-concept. Similar findings of Marsh et al (1999), and Arens et al (2011) showed that models would fit better to the data if the two components were separated rather than conflated as there was a higher relationship between achievement with the corresponding domain of self-concept than affective component (cognitive math: r = .61, verbal r = .63; affective math: r = .37, verbal: r = .33; cited in Karimova & Csapó, 2021)…”

“…They were skill-specific (reading and listening) tests that had been created by experts and instructors (psychometric properties of tests; see Csapó & Nikolov, 2009; Nikolov & Szabó, 2015; see also Karimova & Csapó, 2020). These tests were based on the national curriculum of Hungary and constructed to correspond to the A2 level of the 6-point scale based on the Common European Framework of Reference for Language (Council of Europe, 2001, see also Karimova & Csapó, 2021). This was similar to the Karimova and Csapó (2020) study, which stated,two-way translators were engaged in translating the achievement tests into Russian to ensure clear understanding, and the tests consisted of the same number of tasks, comprising A2 levels in English and Russian (Table 1).…”

“…They emphasized the impossibility of using a single verbal self-concept construct that involved a third language of multilingual speakers. Karimova and Csapó (2021) examined the twofold multidimensional structure of reading self-concept in two foreign languages and found better fit of separate dimensions of the reading self-concept model than a conflated model. Most empirical studies in cross-sectional and longitudinal research (Marsh et al, 1988(Marsh et al, , 2001(Marsh et al, , 2012(Marsh et al, , 2014Marsh & Koller, 2004;Marsh & Yeung, 1998;Möller et al, 2011) have supported this frame of reference.…”

“…They completed online achievement tests in English as a first and Russian as a second foreign language (see also the study Karimova & Csapó, 2020). For online assessment, the Electronic Diagnostic Assessment (eDia) online platform was used (Csapó & Molnár, 2019; see also the study Karimova & Csapó, 2021). This study attempted to include all ( 12) administrative districts to provide the best representation.…”