Profiles of reading mindset and self-efficacy: how are they related to achievement goals, engagement, and reading achievement?

Lee, You‐kyung; Cho, Eunsoo; Kim, Eun Ha; Lee, Garam A.; Capin, Philip; Swanson, Elizabeth

doi:10.1080/01443410.2022.2117277

Cited by 9 publications

(2 citation statements)

References 39 publications

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“…In contrast, an individual with a fixed mindset believes that human attributes are innate, or predetermined, such that no amount of effort or determination is likely to drastically alter what an individual can achieve (Dweck & Yeager, 2019). Students endorsing a growth mindset are more likely than those with a fixed mindset to identify themselves as readers as they progress from an amotivational state to a state in which they are developing and maintaining intrinsic motivation as evidenced by their engagement with reading (Cho et al, 2019; Haimovitz et al, 2011; Lee et al, 2022). In a similar vein, students who attribute reading outcomes to internal and relatively malleable factors (e.g., effort, strategy use) believe they have personal agency in their reading development (i.e., rather than attributing reading outcomes to uncontrollable factors such as luck or innate ability).…”

Section: What Is Reading Motivation?mentioning

confidence: 99%

Motivational Practices in Reading Interventions for Students With or at Risk for Dyslexia

Cho

Dahl-Leonard

Kehoe

et al. 2023

Topics in Language Disorders

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The purposes of this study were to (a) describe the extent to which motivational practices are incorporated in foundational reading interventions for students with or at risk for dyslexia in kindergarten through Grade 5 (K-5) and (b) explore whether the presence and type of motivational practices (i.e., supports vs. strategies) within foundational reading interventions influenced the magnitude of the intervention effects on reading outcomes. We analyzed the same set of studies as Hall et al. ( 2022), who meta-analyzed experimental and quasi-experimental research of reading interventions implemented with K-5 students with or at risk for dyslexia from 1980 to 2020. Results of the current study show that only 44% of the interventions included motivational practices. The majority (84%) of those interventions addressed student motivation and engagement through motivational supports, such as game-like activities, paired work, and setting improvement goals. A much smaller percentage (16%) provided explicit motivational strategy instruction. Results indicated that reading interventions that include direct motivational strategy instruction tend to have larger effects on reading outcomes than both interventions without any motivational practices and those that include motivational supports only. The positive effect of motivational strategy instruction was stronger on measures of word reading than overall reading or reading comprehension outcomes. These findings highlight the need to address motivational challenges of students with reading difficulties and lend insight into how foundational reading skills interventions can be bolstered through incorporating motivational strategy instruction.

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Section: What Is Reading Motivation?mentioning

confidence: 99%

Motivational Practices in Reading Interventions for Students With or at Risk for Dyslexia

Cho

Dahl-Leonard

Kehoe

et al. 2023

Topics in Language Disorders

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“…A growth mindset is positively associated with age, such that older children tended to endorse more of the growth mindset (Schroder et al 2017). Lee et al (2022) classified fourth-grade students into three profiles based on mindset, including confident and fixed mindset, moderately confident and neutral mindset, and confident and growth mindset, and found that the confident-and-growthmindset profile showed higher levels of behavioral and cognitive engagement than the moderately-confident-and-neutral-mindset profile in school English/Language Arts grade and vocabulary performance (Lee et al 2022). Therefore, it is critical to offer encouragement for a growth mindset before upper elementary students adopt a fixed perspective.…”

Section: The Difference Of Cogitive Mindset By Grade and Gendermentioning

confidence: 99%

Comparing Perfectionism, Cognitive Mindset, Constructive Thinking, and Emotional Intelligence in Gifted Students by Grade and Gender

Tsai

2023

Social Sciences

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The study compared the differences among gifted students of different grades and genders concerning perfectionism, cognitive mindset, constructive thinking, and emotional intelligence. The study included 908 gifted primary-school students from third to sixth grade. The study used the t-test and analysis of variance methods, and four scales. Furthermore, the following were the conclusions. Firstly, gifted pupils of different grades and genders scored considerably differently on some perfectionism subscales. Second, there were notable differences in the cognitive mindset of gifted pupils in different grades. Lastly, there was a substantial difference between gifted pupils in different grades in the distrust-of-others subscale in the constructive-thinking scale. Finally, there was a substantial difference in introversion, interpersonal relationships, and mood among gifted students of different genders.

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Motivation

Smith,

Ratelle,

Jones

et al. 2024

Encyclopedia of Adolescence

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Profiles of reading mindset and self-efficacy: how are they related to achievement goals, engagement, and reading achievement?

Cited by 9 publications

References 39 publications

Motivational Practices in Reading Interventions for Students With or at Risk for Dyslexia

Motivational Practices in Reading Interventions for Students With or at Risk for Dyslexia

Comparing Perfectionism, Cognitive Mindset, Constructive Thinking, and Emotional Intelligence in Gifted Students by Grade and Gender

Motivation

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