Effects of Primary School Children's Perceptions of Their Parental and Teachers'Feedback on Reading Motivation

Parental and teachers' support are considered as important prerequisites for children's learning. In particular, parental and teachers' feedback play important roles for children's learning processes. This study examines whether differences in children's reading motivation, self-concept, and self-efficacy can be predicted by their perceptions of their parental and teachers' positive feedback on reading processes. For this purpose, N = 684 third and fourth grade students completed a questionnaire concerning their reading motivation, self-concept, and self-efficacy beliefs. In addition, they were asked to give information about their perceptions of their parental and teachers' feedback on reading processes. The results of a structural equation model show that children's perceptions of their parental feedback predict their intrinsic reading motivation. The correlation between children's perceived parental feedback and their intrinsic motivation is mediated by their reading self-efficacy beliefs. Children's perceptions of their teachers' feedback show no effect on their reading motivation.