This study investigates the relation between word reading, a cognitive factor, and self-concept, an affective-emotional factor, with academic performance, in order to verify which of those constructs is more predictive of academic performance. Subjects were 177 Brazilian students, attending 2nd to 5th grades of elementary school in a private institution. Data collection was conducted using a self-concept scale and a reading text that featured real words and pseudo words. The subject’s final grades for each discipline were also collected in order to build a general academic performance grade. Results showed word reading as the best predictor of performance to 2nd and 3rd grade students, and social self-concept for 5th grade students was best predictor. Considering this results, it is suggested further research on the issue, also because the scientific literature shows divergent results.
Muniz, M. e Nascimento, B.L. (2014). A relação da leitura e autoconceito com o desempenho acadêmico em alunos do ensino fundamental. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 12(3),
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