Contributions of reading self-concept, intrinsic motivation, and reading value to sixth graders’ purposeful reading: the mediating role of the task model

Authors

Mylène Sanchiz (ORCID: https://orcid.org/0000-0002-7038-0614)
Jean‐François Rouet (ORCID: https://orcid.org/0000-0002-0368-7691)
Émilie Dujardin (ORCID: https://orcid.org/0000-0002-3904-6458)
Jean Pylouster (ORCID: https://orcid.org/0000-0001-5842-3274)
Delphine Oger (ORCID: https://orcid.org/0009-0003-8001-492X)

Institutions

Centre National de la Recherche Scientifique (FR)
Université de Poitiers (FR)

Publication Details

Journal: Discourse Processes
Published: 2025-06-18
DOI: https://doi.org/10.1080/0163853x.2025.2516387
Citations: 1
Primary Topic: Education, Achievement, and Giftedness
Type: article
Field-Weighted Citation Impact: 2.12

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article

Contributions of reading self-concept, intrinsic motivation, and reading value to sixth graders’ purposeful reading: the mediating role of the task model

Mylène Sanchiz, Jean‐François Rouet, Émilie Dujardin, Jean Pylouster et al.

Jun 18, 2025

1 citations

Discourse Processes

Education, Achievement, and Giftedness

2.12

article

Contributions of reading self-concept, intrinsic motivation, and reading value to sixth graders’ purposeful reading: the mediating role of the task model

Mylène Sanchiz, Jean‐François Rouet, Émilie Dujardin, Jean Pylouster, Delphine Oger

June 18, 2025article en

1 citations

Abstract

No abstract available for this paper.

Discourse ProcessesVol. 62(6-7)

Centre National de la Recherche Scientifique (FR), Université de Poitiers (FR)

Quality Education

Openalex Percentile: Top 13%

Education, Achievement, and Giftedness

2.12

DOI Open Access PDF OpenAlex

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