Beyond cognition: The relation between parents’ reading-related activities and reading-related achievement emotions in Chinese students
Author:
Funder
Beijing Office for Education Sciences Planning
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s10212-023-00772-8.pdf
Reference75 articles.
1. Alexander, P. A. (2020). What research has revealed about readers’ struggles with comprehension in the digital age: Moving beyond the phonics versus whole language debate. Reading Research Quarterly, 55(S1), S89–S97. https://doi.org/10.1002/rrq.331
2. Arslan, G., Yıldırım, M., Zangeneh, M., & Ak, İ. (2022). Benefits of positive psychology-based story reading on adolescent mental health and well-being. Child Indicators Research, 15, 781–793. https://doi.org/10.1007/s12187-021-09891-4
3. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
4. Baroody, A. E., & Dobbs-Oates, J. (2011). Child and parent characteristics, parental expectations, and child behaviours related to preschool children’s interest in literacy. Early Child Development and Care, 181(3), 345–359. https://doi.org/10.1080/03004430903387693
5. Bergman Deitcher, D., Aram, D., Khalaily-Shahadi, M., & Dwairy, M. (2021). Promoting preschoolers’ mental-emotional conceptualization and social understanding: A shared book-reading study. Early Education and Development, 32(4), 501–515. https://doi.org/10.1080/10409289.2020.1772662
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