Does perceived competence serve as a protective mechanism against performance goals for struggling readers? Path analysis of contextual antecedents and reading outcomes

Dweck's Social-Cognitive Model of Achievement Motivation in Science

Dweck's social-cognitive model has long been used as a basis for achievement motivation research. However, few studies have examined the comprehensive model with interactions between perceived ability and achievement goals, and even fewer studies have focused on this model in a science academic context. With a sample of undergraduates (n = 1,036), the relations among mindsets, science academic self-efficacy, achievement goals, and achievement-related outcomes in science were examined. Fixed mindset related to performance goals. Growth mindset related to mastery goals and the number of courses completed. There was a significant indirect effect of growth mindset on interest value via mastery goals. Contrary to Dweck's model, the relation of performance goals to outcomes did not vary as a function of science academic self-efficacy. The findings provide empirical evidence for a more nuanced understanding of Dweck's model. They provide practical insights for how to support undergraduate students who are pursuing science-related career.

Effects of a Virtually Delivered Reading and Embedded Mindset Intervention on Reading Performance for Fourth-Grader Struggling Readers

The purpose of this study was to examine the effects of a virtual intensive reading intervention embedded with mindset training compared to typical reading instruction in a business-as-usual (BAU) condition delivered to fourth grade students with or at-risk for reading disabilities. After screening, the 59 participants were stratified and assigned randomly to condition. Highly trained interventionists delivered the intervention one-to-one with high fidelity and student engagement during the intensive intervention. Classroom teachers delivered the BAU. We examined the effects of the intervention on a variety of standardized timed and untimed measures of word reading and decoding, reading fluency, comprehension, and mindset. We addressed two research questions: What are the effects of intensive virtual reading intervention embedded with mindset training relative to a business-as-usual comparison (BAU) on the reading outcomes of fourth grade students with or at-risk for reading disabilities? Was initial mindset related to student response to intervention? Data analyses examined the main effect and moderation using linear mixed effects models. Significant differences in reading favored the virtual treatment condition for letter and word identification (g = 0.38). No other significant effects were observed. We note limitations in our study and offer directions for future research, including the need to explore additional moderators.

Primary School Students with Reading Comprehension Difficulties and Students with Learning Disabilities: Exploring Their Goal Orientations, Classroom Goal Structures, and Self-Regulated Learning Strategies

The aim of the present study was to investigate goal orientations and classroom goal structures and their relationship with strategies of self-regulated learning (SRL) in students with and without learning disabilities (LD) and reading comprehension difficulties (RCD). The sample consisted of 537 students attending the two last grades of primary school, fifth and sixth grade (Mage = 11.28 years, SD = ±0.59). Of these, 58 students were diagnosed with LD, and 70 students, after individually administered assessments in reading accuracy and reading comprehension, were assigned to the RCD group. Self-reported questionnaires were administered, assessing students' personal goal orientations, classroom goal structures, and strategies of SRL. The results showed that students with LD and students with RCD scored lower in mastery orientation and higher in performance avoidance compared to their peers without difficulties (ND). LD students reported lower scores of adaptive strategies than their peers. In addition, the results confirmed the adaptive character of mastery-approach goals and mastery goal structures and the negative effects of performance-avoidance goals and performance goal structures on the adaptive strategies of SRL. Performance-approach goals predicted adaptive behaviors for all students, confirming the argument of an adaptive type of motivation. The findings of the current study highlight the importance of goal orientations and classroom goal structures for students' SRL. Implications of the findings for enhancing motivation for students with LD and students with RCD are discussed.

Pathways Linking Parental Support to Adolescents' Reading Proficiency: A Social Cognitive Theory Perspective

Parental support is essential to children’s motivation and academic functioning. However, few studies have investigated the pathways linking perceived parental support to children’s achievement in reading during adolescence. This study aims to fill this gap by systematically investigating the relationships among perceived support from parents, adolescents’ motivational beliefs, and reading proficiency based on Bandura’s social cognitive theory. A range of motivational processes are explored, including self-efficacy, goals, and values. Using the China sample from the Programme for International Student Assessment (PISA) 2018, which includes 12,058 adolescents from 361 schools, this study proposed two competing models based on different accounts of self-efficacy beliefs. Multilevel path analysis is adopted as the analytic method. The results suggest that perceived support from parents has a statistically significant but negligible relationship with adolescents’ reading proficiency. However, this relationship is mediated by nuanced pathways such as self-efficacy beliefs, mastery goal orientation, and reading enjoyment. Findings of this study provide evidence in support of the top-down theory of self-efficacy in the reading context and also contribute to a better understanding of the interactions between different motivational processes. Theoretical and practical implications of this study are discussed, and suggestions for future research are offered.