Motivational Predictors of Struggling Readers' Reading Comprehension: The Effects of Mindset, Achievement Goals, and Engagement.

摘要: Reading for understanding is a challenging task many upper elementary struggling readers, and their attitudes toward such challenges can make difference in subsequent engagement reading achievement. Mindset achievement goals provide useful explanatory framework readers’ comprehension. This study examined the extent to which mindset are associated with comprehension; as well mechanism through mediates this relation, controlling effects of vocabulary, word recognition, limited English proficiency status. Structural equation modeling four fifth grade readers (N = 107) demonstrated importance predicting Effects on comprehension were completely mediated by mastery performance-avoidance goals; further, these had indirect relations emotional engagement. Performance-approach direct, negative relation Findings highlight including motivational variables sources individual differences readers.