Predicting Academic Achievement and Satisfaction Among Undergraduates With Histories of Reading Difficulty: An Expectancy-Value Approach

• In Event: 34.080 - Poster Session 7
  In Poster Session: 34.080-3 - Motivation in Education SIG Poster Session 1

Abstract

We examined the competency beliefs and task values of first-year undergraduates with (N = 168) and without (N = 313) a history of reading difficulty, and examined relations with academic achievement and satisfaction. Students with a history of reading difficulty reported lower competency beliefs and attainment value for a university degree. Regression results revealed similarities and differences between the two groups. For both groups, competency beliefs and interest, respectively, predicted achievement and satisfaction. For students with a history of reading difficulty only, effort costs explained unique variance in outcomes, and competency beliefs did not explain unique variance in academic satisfaction. We discuss the impact of long-standing reading difficulties on motivations and explore implications for theory and practice.

Authors

• Bradley W. Bergey, Queens College, CUNY

• Rauno Parrila, University of Alberta

• Helene Deacon