Cognitive bridges from digital reading to writing: Investigating the mediating role of reading disposition
Year: 2025
Type: article
Study design: Observational Study
Abstract: This correlational study explores how digital reading disposition functions as a cognitive bridge between pre-service teachers' digital reading self-efficacy and their attitude with digital writing practices. The data were collected from 410 conveniently selected pre-service teachers using the Digital Reading Self-Efficacy Scale, the Digital Reading Disposition Scale, and the Digital Writing Attitude Scale. The results revealed moderate to strong correlations between digital reading self-efficacy, digital reading disposition, and digital writing attitudes. Moreover, digital reading disposition was found to mediate the relation between digital reading self-efficacy and digital writing attitudes. Overall, our findings underscore the significance of digital reading disposition in shaping both the potential of digital reading self-efficacy and the processes involved in digital writing among pre-service teachers. Pedagogical strategies that enhance digital reading self-efficacy and motivation to attitude with digital texts may contribute to the development of more effective digital writing skills among pre-service teachers.
Source: Acta Psychologica
Author: Emrullah Banaz
Institution: Bayburt University
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $2,670
Funder: Bayburt Üniversitesi
OpenAlex ID: W4414017536