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11 Technium Soc. Sci. J. 268 (2020)
An Investigation into Adolescents' Self-Perception as Readers

handle is hein.journals/techssj11 and id is 293 raw text is: Technium Social Sciences Journal Vol. 11, 268-275, September 2020 ISSN: 2668-7798 SOCIAL SCIENCES JOURNAL www.techniumscience.com An Investigation into Adolescents' Self-perception as Readers Myo Thandar Cho PhD candidate, Northeast Normal University, China; Assistant Lecturer, Sagaing University of Education, Myanmar myothandarcho@yahoo.com Abstract. The purpose of this study is to investigate adolescents' (Grade 8, Grade 9, and Grade 10 students) self-perception as readers. The sample consisted of 184 students (91 males and 93 females). Students' self-perception as readers were measured by using Reader Self-perception Scale 2 was developed by Henk, Melnick, and Marinak (2013). Descriptive statistics, independent sample t test, and one-way ANOVA were used for data analysis. This study showed that young learners' self-perception as readers was satisfactory. According to the results of the t test, female students' self-perception as readers was significantly higher than that of male students at p <.05. One-way ANOVA revealed that Grade 10 students' self-perception as reader specifically in progress category was highest among Grade 8, Grade 9, and Grade 10 students at p < .01. Keywords. Self-perception as Readers, Adolescents, Gender, Grade 1. Introduction 1.1 Importance of the Study Reading is the key to all aspects of education and improving reading instruction continues to be an issue of national focus. As students are active participants in the process of learning to read and becoming independent readers, their views on the process of reading are considered. Homze (1962, cited in Phillips, 1997) views self-concept as the child's ability to identify with others. A selection of desirable traits found in others that the child would like to possess is adapted by the child to achieve social acceptance. The child then chooses to keep the socially rewarding relationship between reading traits which make up his or her self-concepts. In the earliest years of children, how they think about themselves come largely from how people react to them, how parents and caregivers handle and care for them. As they grow older, teenagers broaden their people watching. At the same time, teenagers are peering outward at others, they are also looking inward at themselves. Consciously, they weigh whether others' thoughts, attitudes, actions and reactions will work for them. Then, they begin to see themselves in their own way. Self-perception comes from our experiences. If we have experiences that help us achieve the thing we want, we will positively see ourselves. One of the most important beliefs that influence our leadership capability is our view of our own ability to carry out a task. Our ability to perform successfully enhances the probability of actually doing it. Conversely, negative beliefs decrease the probability. 268

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