Profiles of Reading Self-Efficacy and Mind-Set: How Are They Related to Engagement and Reading Achievement?

• In Event: Cognition and Motivation in Reading Instruction and Achievement

Abstract

Upper elementary students begin to form their own domain-specific self-beliefs, which co-influence academic success in the domain. In this study, we examined how various self-beliefs, including reading mindset and self-efficacy, interact together to predict reading-related outcomes among fourth-grade students (N=222). Latent profile analysis identified three profiles: Moderately Motivated, Confident with Fixed mindset (CFM), and Confident with Growth Mindset (CGM). Compared to CGM students, CFM students demonstrated higher performance goals and lower levels of behavioral (self-reported), cognitive (teacher-reported), and emotional (teacher-reported) engagement. CFM students also showed lower reading achievement, even lower than Moderately Motivated students for school grade. Overall, fixed mindset supersedes self-efficacy in relation to reading outcomes, suggesting the importance of early interventions for students before endorsing stronger fixed mindset.

Authors

• You-kyung Lee, Sookmyung Women's University

• Eunsoo Cho, Michigan State University

• Eunha Kim

• Philip Capin, University of Texas austin

• Elizabeth Ann Swanson, The University of Texas at Austin