El-Khechen Wahiba, Ferdinand Hanna D, Steinmayr Ricarda, McElvany Nele
Institute for School Development Research, TU Dortmund University, Germany.
Institute for Psychology, TU Dortmund University, Germany.
Br J Educ Psychol. 2016 Jun;86(2):256-77. doi: 10.1111/bjep.12102. Epub 2015 Dec 22.
Although various studies on general language performance have investigated determinants of students' reading comprehension (e.g., reading amount), they have paid insufficient attention to how students perceive parental values influence their language-related values and behaviour - and, as a consequence, their performance. This is particularly the case for bilingual students with a migration background.
The present study aims to examine the impact of how students perceive parental values regarding German (attainment, utility, and cost), students' (utility) value of German/Turkish, and students' reading amount in German/Turkish on German reading comprehension.
A total of 118 Grade 4 students in Germany with Turkish as their family language.
Reading comprehension was measured with a 15-item standardized test. Whereas students' reading amount (German/Turkish) was assessed through students' self-reports on three questions, students' utility value (German/Turkish) and perceived parental values regarding German (attainment, utility, and cost) were each measured with two items.
Results of path modelling supported the hypotheses that students' utility value regarding German and their reading amount in German would positively predict their German reading comprehension, whereas their utility value regarding Turkish and their reading amount in Turkish would negatively predict their German reading comprehension. Data also confirmed a direct effect of the negatively perceived parental cost value of German on German reading comprehension.
The new evidence is of practical relevance for teachers, educational scientists, and psychologists who are striving to improve the educational outcomes of bilingual students. Further research needs and the significance of the results for educational practice and home environment are discussed.
尽管关于一般语言能力的各种研究已经考察了学生阅读理解的决定因素（例如阅读量），但它们对学生如何看待父母的价值观影响其与语言相关的价值观和行为——以及由此影响其表现——关注不足。对于有移民背景的双语学生来说尤其如此。
本研究旨在考察学生如何看待父母对德语的价值观（成就、效用和成本）、学生对德语/土耳其语的（效用）价值观以及学生用德语/土耳其语的阅读量对德语阅读理解的影响。
德国118名以土耳其语为家庭语言的四年级学生。
用一份包含15个项目的标准化测试来测量阅读理解。学生的阅读量（德语/土耳其语）通过学生对三个问题的自我报告来评估，学生对德语/土耳其语的效用价值观以及对德语的父母价值观认知（成就、效用和成本）均通过两个项目来测量。
路径模型的结果支持了以下假设：学生对德语的效用价值观及其德语阅读量将正向预测他们的德语阅读理解，而他们对土耳其语的效用价值观及其土耳其语阅读量将负向预测他们的德语阅读理解。数据还证实了对德语的负面父母成本价值观对德语阅读理解有直接影响。
这一新证据对致力于提高双语学生教育成果的教师、教育科学家和心理学家具有实际意义。文中讨论了进一步研究的需求以及研究结果对教育实践和家庭环境的重要性。
