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    Relationships between Reading Ability and Child Mental Health: Moderating Effects of Self-Esteem

    252292.pdf (373.0Kb)
    Access Status
    Open access
    Authors
    Boyes, Mark
    Tebbutt, B.
    Preece, K.
    Badcock, N.
    Date
    2017
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Boyes, M. and Tebbutt, B. and Preece, K. and Badcock, N. 2017. Relationships between Reading Ability and Child Mental Health: Moderating Effects of Self-Esteem. Australian Psychologist. 53 (2): pp. 125-133.
    Source Title
    Australian Psychologist
    DOI
    10.1111/ap.12281
    ISSN
    0005-0067
    School
    School of Psychology and Speech Pathology
    Remarks

    This is the peer reviewed version of the following article: Boyes, M. and Tebbutt, B. and Preece, K. and Badcock, N. 2017. Relationships between Reading Ability and Child Mental Health: Moderating Effects of Self-Esteem. Australian Psychologist, which has been published in final form at 10.1111/ap.12281. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving at http://olabout.wiley.com/WileyCDA/Section/id-828039.html

    URI
    http://hdl.handle.net/20.500.11937/53720
    Collection
    • Curtin Research Publications
    Abstract

    Objective: Children with reading difficulties are at elevated risk for externalising (e.g., conduct disorder) and internalising (e.g., anxiety and depression) mental health problems. Reading ability is also negatively associated with self-esteem, a consistent predictor of child and adolescent mental health more broadly. This study examined whether self-esteem moderated and/or mediated relationships between reading ability and mental health. Method: One hundred and seventeen children (7-12 years) completed standardised reading assessments (Castles and Coltheart Test 2; CC2) and self-report measures of mental health (Strengths and Difficulties Questionnaire; SDQ) and self-esteem (Coopersmith Self-esteem Inventory). Non-verbal intelligence (IQ) was measured using the block design and matrix reasoning subscales of the Wechsler Abbreviated Scale of Intelligence, and was controlled for in all multivariate analyses. Results: Reading ability was negatively associated with internalising symptoms. This relationship was not moderated by self-esteem. Poor readers also reported more total difficulties and externalising symptoms, but only at low levels of self-esteem. There was no evidence that self-esteem mediated relationships between reading ability and mental health. Conclusions: Poor reading was associated with internalising symptoms. Self-esteem moderated the impact of reading ability on total difficulties and externalising symptoms, with high self-esteem buffering against negative impacts of poor reading. However, the reliability of the self-esteem scale used in the study was poor and findings need replication using a reliable and valid self-esteem measure, as well as other measures of child mental health. If replicated, future research should examine whether interventions aiming to improve self-esteem can reduce the risk of externalising problems in children with reading difficulties.

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