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oai:bayburt-rdlopen.rawdatalibrary.net:bayburt/114512026-10-29T19:41:37Zopenairedrivercom_bayburt_10000col_bayburt_10001com_bayburt_10007col_bayburt_10218

Cognitive bridges from digital reading to writing: Investigating the mediating role of reading dispositionBanaz, EmrullahAttitudeDigital reading dispositionDigital reading self-efficacyDigital writingMediating effectThis 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.Elsevier B.V.2025Articlehttps://rdlopen.rawdatalibrary.net/r/bayburt/11451https://doi.org/10.1016/j.actpsy.2025.1055300001-6918enActa Psychologicainfo:eu-repo/semantics/openAccessinfo:eu-repo/semantics/articlehttps://bayburt-rdlopen.rawdatalibrary.net/tr/items/bayburt/11451