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 language | English |
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Pages (from-to) | 43-53 |
Number of pages | 11 |
Journal | Journal of Educational Enquiry |
Volume | 11 |
Issue number | 1 |
Publication status | Published - 2011 |
Externally published | Yes |
Keywords
- Academic performance
- African-american postgraduate student
- Reading ability
- Reading comprehension
- Self-perception
ASJC Scopus subject areas
- Education