Adolescent reading and math skills and self-concept beliefs as predictors of age 20 emotional well-being

Journal article


Torppa, Minna, Aro, Tuija, Eklund, Kenneth, Parrila, Rauno, Eloranta, Anna-Kaija and Ahonen, Timo. (2023). Adolescent reading and math skills and self-concept beliefs as predictors of age 20 emotional well-being. Reading and Writing. pp. 1-25. https://doi.org/10.1007/s11145-023-10461-z
AuthorsTorppa, Minna, Aro, Tuija, Eklund, Kenneth, Parrila, Rauno, Eloranta, Anna-Kaija and Ahonen, Timo
Abstract

This study examines longitudinal associations among reading skills, math skills and emotional well-being in a Finnish sample (n = 586) followed from the end of comprehensive school (Grade 9, age 15–16) to age 20. In particular, we determine whether the associations between skills and well-being are mediated by self-concept beliefs. In Grade 9, the participants’ reading fluency, PISA reading comprehension and math skills were assessed in classrooms, and questionnaires were used to assess self-concept (global and skill-specific) and internalising problems. At age 20, questionnaires were used to self-report emotional well-being and educational attainment. The results showed no direct predictive association between academic skills and age-20 emotional well-being, while indirect effects from academic skills on emotional well-being were found for reading skills through reading comprehension self-concept belief and educational attainment and for math skills through global self-concept belief. In addition, adolescent global self-concept and internalising problems predicted age-20 emotional well-being. The results suggest that adolescent self-concept beliefs and internalising problems, rather than academic skills per se, can predict emotional problems in young adulthood.

KeywordsReading fluency; Reading comprehension; Mathematics; Self-concept beliefs; Emotional well-being
Year01 Jan 2023
JournalReading and Writing
Journal citationpp. 1-25
PublisherSpringer-Verlag Dordrecht
ISSN0922-4777
Digital Object Identifier (DOI)https://doi.org/10.1007/s11145-023-10461-z
Web address (URL)https://link.springer.com/article/10.1007/s11145-023-10461-z
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range1-25
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online10 Jul 2023
Publication process dates
Accepted31 May 2023
Deposited31 Jul 2024
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© The Author(s) 2023.

This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

Place of publicationNetherlands
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