Predicting reading achievement based upon the relationship between students' self-concept and mental ability.

Abstract

The purpose of this research effort was to determine the predictability of reading achievement based upon the relationship existing between students' self-concept and mental ability. The impact of student grade level on the predictability of reading achievement was also analyzed. The research was done in a multi-dimensional manner by considering the relationship between self-concept and achievement; the relationship between self-concept and mental ability; the relationship between achievement and mental ability; and the relationship between self-concept, academic achievement, and mental ability. The interpretation of research data as it pertains to the predictability of reading achievement based upon the relationship between students' self-concept, mental ability, and grade level resulted in the following conclusions: (1) There was no significant relationship between students' reading achievement and their self-concept. (2) There was no significant relationship between students' self-concept and their mental ability. (3) There was a significant, strong, positive correlation between reading achievement and students' mental ability. (4) The significant predictors of reading achievement were mental ability and grade level. (5) For both boys and girls, the best predictor of reading achievement was mental ability.