Motivational Predictors of Reading Comprehension in Middle School: Role of Self-Efficacy and Growth Mindsets

Autor/inn/en	Cho, Eunsoo; Kim, Eun Ha; Ju, Unhee; Lee, Garam A.
Titel	Motivational Predictors of Reading Comprehension in Middle School: Role of Self-Efficacy and Growth Mindsets
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 34 (2021) 9, S.2337-2355 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cho, Eunsoo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-021-10146-5
Schlagwörter	Reading Motivation; Predictor Variables; Reading Comprehension; Middle School Students; Self Efficacy; Student Attitudes; Grade 6 + Suchen Sie Ihr Suchwort? Lesemotivation; Prädiktor; Leseverstehen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	We examined the extent to which self-efficacy and growth mindsets predict reading comprehension growth in sixth grade and the moderating role of initial word reading. Students (N = 303) reported on their self-efficacy as well as domain-general and reading-specific mindsets at the beginning of sixth grade. They completed brief bi-monthly reading comprehension measures throughout the year and a multiple-choice reading comprehension measure at the end of the school year. Results from a series of latent basis growth models indicated that self-efficacy predicted the initial level but not growth in reading comprehension. In contrast, a domain-general growth mindset did not predict the initial level but did predict growth, which in turn predicted the end-of-year reading comprehension outcome. Unexpectedly, a reading-specific growth mindset predicted none of the reading comprehension outcomes, and the initial word reading skill did not moderate the relation between growth mindsets and reading comprehension growth. Our findings highlight the critical role that self-efficacy and a domain-general growth mindset play in promoting students' reading comprehension development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01