The Relationship Between Cognitive and Affective Dimensions of Reading Self-Concept With Reading Achievement in English and Russian

This study aimed to evaluate whether cognitive and affective dimensions of reading self-concepts in English Russian are distinct constructs examine the relationships among variables invariant across gender. A total 349 tenth-grade Azeri students were selected from 12 schools Baku, Azerbaijan. adapted Self-Description Questionnaire Cényelvi mérés for assessment achievements two foreign languages. The results structural equation modeling demonstrated that independent, but strongly interrelated constructs. separated components self-concept construct showed a more explicit structure than conflated model. with domain this can encourage future research on examination domain-specific conceptualizes twofold multidimensional structure.