Universität zu Köln

Schmidt, Barbara Maria ORCID: 0000-0002-9167-0442, Elies, Annica, Plank, Jennifer and Schabmann, Alfred ORCID: 0000-0001-8523-9747 (2025). The relationship of students' classroom behaviour and word reading—The role of on‐task behaviour as a mediator. Journal of Research in Special Educational Needs, 25 (4). pp. 812-822. Wiley. ISSN 1471-3802

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Abstract

The aim of the present study is to examine the relationship between students' classroom behaviour and word reading (decoding), considering the role of students' engagement in learning (defined as on-task behaviour, OTB, as part of the more global ‘behavioural engagement’ sensu Fredricks) as a mediator between behaviour and reading. A wide range of classroom behaviour of 171 first-grade students (M = 6.7 years; SD = 0.30), including internalizing and externalizing behaviour, was rated after 2 months of schooling in grade one. Reading was tested at the end of first grade. Results indicated that out of six behavioural dimensions we analysed, only depression, aggression and hyperactivity had significant indirect effects on reading test scores via students' on-task behaviour, but no direct effects. Impulsivity, withdrawal and oppositional behaviour showed no effects at all. Learning engagement had a significant effect on reading.

Item Type:	Article
Creators:	Creators Email ORCID ORCID Put Code Schmidt, Barbara Maria UNSPECIFIED https://orcid.org/0000-0002-9167-0442 UNSPECIFIED Elies, Annica UNSPECIFIED UNSPECIFIED UNSPECIFIED Plank, Jennifer UNSPECIFIED UNSPECIFIED UNSPECIFIED Schabmann, Alfred UNSPECIFIED https://orcid.org/0000-0001-8523-9747 UNSPECIFIED
URN:	urn:nbn:de:hbz:38-810248
Identification Number:	10.1111/1471-3802.70013
Journal or Publication Title:	Journal of Research in Special Educational Needs
Volume:	25
Number:	4
Page Range:	pp. 812-822
Number of Pages:	11
Date:	21 October 2025
Publisher:	Wiley
ISSN:	1471-3802
Language:	English
Faculty:	Faculty of Human Sciences
Divisions:	Faculty of Human Sciences > Department Heilpädagogik und Rehabilitation
Subjects:	Education
Uncontrolled Keywords:	Keywords Language behavioural problems ; mediator effects ; on-task behaviour ; reading English Three out of six behaviour dimensions (aggression, hyperactivity and depres- sion) significantly affected reading abilities. These effects were mediated by on-task behaviour, highlighting the importance of maintaining focus during reading tasks English On-task behaviour serves as a key mediator between behavioural problems and reading skills. Some behaviour dimensions disrupt reading focus and hinder the development of reading skills English Teachers should train to identify reading difficulties early, recognize behavioural issues and implement strategies to ensure students remain focused on reading tasks. English
['eprint_fieldname_oa_funders' not defined]:	Publikationsfonds UzK
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/81024