Reading Self-Perceived Ability, Enjoyment and Achievement: A Genetically Informative Study of Their Reciprocal Links Over Time

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dc.contributor.authorMalanchini, Margheritaen
dc.contributor.authorWang, Zheen
dc.contributor.authorVoronin, Ivanen
dc.contributor.authorSchenker, Victoria J.en
dc.contributor.authorPlomin, Roberten
dc.contributor.authorPetrill, Stephen A.en
dc.contributor.authorKovas, Yuliaen
dc.date.accessioned2019-10-07T13:35:53Zen
dc.date.available2019-10-07T13:35:53Zen
dc.date.issued2017-04en
dc.description.abstractExtant literature has established a consistent association between aspects of reading motivation, such as enjoyment and self-perceived ability, and reading achievement, in that more motivated readers are generally more skilled readers. However, the developmental etiology of this relation is yet to be investigated. The present study explores the development of the motivation-achievement association and its genetic and environmental underpinnings. Applying cross-lagged design in a sample of 13,825 twins, we examined the relative contribution of genetic and environmental factors to the association between reading enjoyment and self-perceived ability and reading achievement. Children completed a reading comprehension task and self-reported their reading enjoyment and perceived ability twice in middle childhood: when they were 9-10 and 12 years old. Results showed a modest reciprocal association over time between reading motivation (enjoyment and perceived ability) and reading achievement. Reading motivation at age 9-10 statistically predicted the development of later achievement, and similarly, reading achievement at age 9-10 predicted the development of later motivation. This reciprocal association was observed beyond the stability of the variables and their contemporaneous correlation and was largely explained by genetic factors.en
dc.description.notesThe first two authors contributed equally to this work. We thank the TEDS families, research staff and funding agencies for their ongoing contribution and support in this work. TEDS is supported by a program grant (G0500079) from United Kingdom MRC. Our work on reading development is also supported by the National Institute of Child Health and Human Development (NICHD) Grants HD038075, HD059215, and HD 075460. The content of this publication is solely the responsibility of the authors, and does not represent the official views of the funding agencies.en
dc.description.sponsorshipUnited Kingdom MRC [G0500079]; National Institute of Child Health and Human Development (NICHD) [HD038075, HD059215, HD 075460]en
dc.format.mimetypeapplication/pdfen
dc.identifier.doihttps://doi.org/10.1037/dev0000209en
dc.identifier.eissn1939-0599en
dc.identifier.issn0012-1649en
dc.identifier.issue4en
dc.identifier.pmid28333527en
dc.identifier.urihttp://hdl.handle.net/10919/94383en
dc.identifier.volume53en
dc.language.isoenen
dc.rightsCreative Commons Attribution 3.0 Unporteden
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/en
dc.subjectreadingen
dc.subjectreading motivationen
dc.subjectlongitudinalen
dc.subjectbehavioral geneticsen
dc.titleReading Self-Perceived Ability, Enjoyment and Achievement: A Genetically Informative Study of Their Reciprocal Links Over Timeen
dc.title.serialDevelopmental Psychologyen
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten
dc.type.dcmitypeStillImageen

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Destination Area: Adaptive Brain and Behavior (ABB)