Cultural influences on the relationship between self-concept, interest, task-focused behavior, and reading skills

We examined the relations between reading self-concept, interest, task-focused behavior, and skills, whether culture moderates their in a longitudinal study across Western (Canadian) East Asian (Japanese) cultural contexts. Three hundred six children were assessed on self-concept interest at beginning of Grade 2, skills end 2. Teachers rated children’s behavior Results showed that whereas was uniquely associated with both samples, association stronger Canadian sample than Japanese sample. Moreover, had an indirect effect later via effects only These findings suggest while it is likely there positive motivation developmental dynamics them may not be same two cultures.