Self-Concept of Ability and Parental/Teachers’ Beliefs in Reading and Dictation

The study aimed to examine whether and the extent to which children’s self-concept of ability is predicted by their gender, parental and teacher’s beliefs. Next, this study aimed to investigate whether and the extent to which children’s dictation performance in their native language is predicted by their gender, parental and teacher’s beliefs, and self-concept of ability. Finally, the study investigated whether and to what extent children’s reading performance in their native language is predicted by their gender, parental and teacher’s beliefs, and self-concept of ability. A total of 89 Iranian Persian-speaking elementary school fourth-graders, along with their parents and teachers, took part in the study. Five instruments were used in the study: two tests measuring the students’ reading and dictation levels in their native language, one questionnaire assessing the children’s reading and dictation-related self-concept of ability, and two questionnaires assessing the teachers’ and parents’ beliefs regarding reading and dictation level of children. Descriptive statistics, correlation, and multiple regression were run to analyze the data. The findings indicate that children’s self-concept of ability is affected by parental and teacher’s beliefs. Moreover, the results showed that children’s dictation performance is affected by their gender, self-concept of ability, parental and teacher’s beliefs. Finally, the study showed that children’s reading performance is affected by their gender, parental and teacher’s beliefs. Overall, the findings of the present study highlight the importance of children’s self-concept of ability and teachers and parents’ awareness of how their beliefs benefit students’ attainment and development of self-concept of ability.