Cognitive bridges from digital reading to writing: Investigating the mediating role of reading disposition

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dc.contributor.authorBanaz, Emrullah
dc.date.accessioned2026-02-28T12:17:46Z
dc.date.available2026-02-28T12:17:46Z
dc.date.issued2025
dc.departmentBayburt Üniversitesi
dc.description.abstractThis 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.
dc.identifier.doi10.1016/j.actpsy.2025.105530
dc.identifier.issn0001-6918
dc.identifier.issn1873-6297
dc.identifier.pmid40914121
dc.identifier.scopus2-s2.0-105015047316
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1016/j.actpsy.2025.105530
dc.identifier.urihttps://hdl.handle.net/20.500.12403/5971
dc.identifier.volume260
dc.identifier.wosWOS:001567022200010
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherElsevier
dc.relation.ispartofActa Psychologica
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WoS_20260218
dc.subjectDigital reading self-efficacy
dc.subjectDigital writing
dc.subjectAttitude
dc.subjectDigital reading disposition
dc.subjectMediating effect
dc.titleCognitive bridges from digital reading to writing: Investigating the mediating role of reading disposition
dc.typeArticle

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