The Ups and Downs of Reading Self-Efficacy Development in Early Adolescence: A Profile Analysis

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  In Roundtable Session: Opportunities and Challenges of Intervention, In-the-Moment, and Person-Centered Motivation Research (Table 12)

Abstract

Researchers examining the sources of students’ reading self-efficacy typically focus on positive events (i.e., mastery experiences, vicarious experiences, social persuasions) and negative physiological and affective states (e.g., anxiety). However, the road to reading confidence is complex, involving both positive and negative experiences. The purpose of this study was to examine the ways in which early adolescents (N = 1804) interpret positive and negative information related to their reading efficacy. Latent profile analysis indicated four profiles with distinct combinations of positive and negative sources of self-efficacy. Profile membership differed according to students’ gender, socioeconomic status, and grade level. Reading self-efficacy differed among the profiles. These results highlight the importance of accounting for positive and negative sources of self-efficacy in future research.

Authors

• Jaeyun Han, University of Illinois at Chicago

• Pilvi Illusia Peura, University of Jyväskylä

• Calah J. Ford, University of Kentucky

• Amanda R. Butz, University of Wisconsin - Madison

• Ellen L. Usher, Mayo Clinic