The relationship between reading ability and self-perception among african-american postgraduate students

Kathleen M.T. Collins, Anthony J. Onwuegbuzie, Qun G. Jiao

Research output: Contribution to journalArticlepeer-review

4 Citations (Scopus)

Abstract

This study investigated the relationship between two components of reading ability (ie reading comprehension and reading vocabulary) and six dimensions of self-perception (ie perceived scholastic competence, perceived intellectual ability, perceived creativity, perceived job competence, perceived social acceptance, and perceived global self-worth) as factors impacting academic performance. The sample comprised 101 African-American postgraduate students. A canonical correlation analysis revealed that African-American postgraduate students with the highest levels of perceived scholastic competence, perceived intellectual ability, perceived creativity, and perceived self-worth tended to have the highest levels of reading comprehension, in particular, and reading vocabulary, to a lesser degree. Implications of the results are discussed.

Original languageEnglish
Pages (from-to)43-53
Number of pages11
JournalJournal of Educational Enquiry
Volume11
Issue number1
Publication statusPublished - 2011
Externally publishedYes

Keywords

  • Academic performance
  • African-american postgraduate student
  • Reading ability
  • Reading comprehension
  • Self-perception

ASJC Scopus subject areas

  • Education

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