Date of Award
Doctor of Philosophy (Ph.D.)
Annsley Frazier Thornton School of Education
Dr. Will Wells
Dr. Grant Smith
Dr. David Paige
The improvement of social-emotional factors is thought to help increase students’ achievement by 11% (Durlak et al., 2011). This current study is a descriptive study set in a rural setting, and it included 101 seventh and eighth-grade students. The study explored the relationship between social-emotional competency, reading ability, and reading achievement in adolescent students. Correlation results showed statistically positive relationships between reading measures and social-emotional measures except for social awareness and grit. Regression results revealed that social-emotional competencies explained from 7% to 36% of the variance in adolescent reading. Social-emotional competencies and reading ability measures together explained 51% to 53% of variance in reading achievement. Reading self-efficacy and growth mindset were retained for a serial mediation analysis that revealed statistically significant and positive paths to reading achievement. Reading self-efficacy had a positive and significant direct effect on reading achievement while controlling for fluency and comprehension. Theoretical and instructional implications are discussed.
Phillips, David, "Understanding the Relationships Between Social-Emotional Competency, Reading Fluency, Reading Comprehension, and Reading Achievement in Adolescent Students" (2023). Graduate Theses, Dissertations, and Capstones. 150.
Available for download on Sunday, March 24, 2024
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