Cognitive bridges from digital reading to writing: Investigating the mediating role of reading disposition
Küçük Resim Yok
Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Elsevier
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
This correlational study explores how digital reading disposition functions as a cognitive bridge between preservice teachers' digital reading self-efficacy and their attitude with digital writing practices. The data were collected from 410 conveniently selected pre-service teachers using the Digital Reading Self-Efficacy Scale, the Digital Reading Disposition Scale, and the Digital Writing Attitude Scale. The results revealed moderate to strong correlations between digital reading self-efficacy, digital reading disposition, and digital writing attitudes. Moreover, digital reading disposition was found to mediate the relation between digital reading self-efficacy and digital writing attitudes. Overall, our findings underscore the significance of digital reading disposition in shaping both the potential of digital reading self-efficacy and the processes involved in digital writing among preservice teachers. Pedagogical strategies that enhance digital reading self-efficacy and motivation to attitude with digital texts may contribute to the development of more effective digital writing skills among pre-service teachers.
Açıklama
Anahtar Kelimeler
Digital reading self-efficacy, Digital writing, Attitude, Digital reading disposition, Mediating effect
Kaynak
Acta Psychologica
WoS Q Değeri
Q2
Scopus Q Değeri
Q1
Cilt
260
