Getting off on the wrong foot: Longitudinal effects of Hispanic students' stability attributions following poor initial test performance

Reading Research Quarterly

et al. 2017

The present study investigated the relation among reading skills and attributions, naming speed, and phonological awareness across a wide range of reading skill. Participants were 1,105 school-age children and youths from two understudied populations: African Americans and Hispanic Americans. Individual assessments of children ranging in age from 8 to 15 years were conducted for reading outcomes, cognitive and linguistic predictors of reading, and attributions for success and failure in reading situations. Quantile regressions were formulated to estimate these relations across the full skill span of each outcome. Reading-related attributions predicted contextual word recognition, sight word and decoding fluency, and comprehension skills. Attributions to ability in success situations were positively related to each outcome across the full span. On three reading outcomes, this relation strengthened at higher skill levels. Attributions to effort in success situations were consistently and negatively related to all reading outcomes. The results provide evidence that the strength of the relation between reading and attributions varies according to reading skill levels, with the strongest evidence for ability-based attributions in situations of reading success.

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Reading‐Related Causal Attributions for Success and Failure: Dynamic Links With Reading Skill

Frijters

Reading Research Quarterly

et al. 2017

“…This work also considered participant demographics with a racially and ethnically diverse sample. Reading motivation research has predominantly included White/European American samples, leaving racially/ethnically diverse samples understudied (Cox & Yang, 2012;Guthrie, Coddington, & Wigfield, 2009). Graham (1994) indicated that attribution styles do not significantly differ between those of African American and White/European American learners.…”

Section: The Current Studymentioning

confidence: 99%

“…Given a dominance of reading motivation studies with White/European-American participants (Cox & Yang, 2012;Gurthrie et al, 2009), a contribution of this work was the sampling focus on underrepresented populations. There were equal proportions of race/ ethnicity and SES within each profile.…”

Section: Attribution Profiles and Relations To Reading Skills And Attmentioning

confidence: 99%

Causal Attribution Profiles as a Function of Reading Skills, Hyperactivity, and Inattention

Scientific Studies of Reading

Gottwald

et al. 2018

The causes that individuals attribute to reading outcomes shape future behaviors, including engagement or persistence with learning tasks. Although previous reading motivation research has examined differences between typical and struggling readers, there may be unique dynamics related to varying levels of reading and attention skills. Using latent profile analysis, we found 4 groups informed by internal attributions to ability and effort. Reading skills, inattention, and hyperactivity/impulsivity were investigated as functional correlates of attribution profiles. Participants were 1,312 youth (8-15 years of age) of predominantly African American and Hispanic racial/ethnic heritage. More adaptive attribution profiles had greater reading performance and lower inattention. The reverse was found for the least adaptive profile with associations to greater reading and attention difficulties. Distinct attribution profiles also existed across similarachieving groups. Understanding reading-related attributions may inform instructional efforts in reading. Promoting adaptive attributions may foster engagement with texts despite learning difficulties and, in turn, support reading achievement.

Achievement attributions are associated with specific rather than general learning delays

Frijters

Learning and Individual Differences

et al. 2018

The causal attributions that children make for success and failure have been associated with later reading motivation and ability perceptions, which have the potential to impact future task engagement. Few studies have investigated whether such attributions are domain specific, that is linked with the specific skill in question, or a general motivational set. Even fewer studies have examined these relationships among diverse racial and ethnic subgroups. The present study examined differences in success and failure attributions among children with and without reading delay (RD) and general language impairments (LI), in a predominately Hispanic and African American sample. Participants were 1311 children, 8 to 15 years old. Significant differences in ability attributions were observed between participants with and without RD and LI, with no additive effect for cases with co-occurring reading and language impairments. When reading and vocabulary were evaluated continuously, significant and substantial positive relationships were observed between skill and ability attributions in situations of success, and negative associations observed in situations of failure. Weaker relationships were observed for vocabulary, though vocabulary did function as a moderator in the relationship between reading skill and ability attributions, with stronger associations at higher vocabulary levels. Overall, the findings suggest that ability attributions for reading success and failure are linked with reading skill and/or deficits, and not with general language impairments.