Motivational predictors of struggling readers’ reading comprehension: the effects of mindset, achievement goals, and engagement

The Mediating Role of Growth Mindset in the Causal Model of the Factors Affecting the Mathematics Learning of Ninth-Grade Students

“…The findings make it possible to believe that a growth mindset has become one of the key factors affecting academic outcomes, behavioral expression, and contributes to explaining the causal relationship of other factors. Previous studies conducted by Cho et al [41] showed that a growth mindset influences the mediators as cognitive, behavioral, and emotional engagement to reading comprehension, and the most are emotional influence, while fixed mindset has a negative influence on the reading comprehension of undergraduate students. According to Zander et al [58], they found that self-efficacy influences the academic support network, with growth mindset acting as a mediator among college students, while Wang et al [64] indicated that growth mindset acted as a mediator between the brain mechanisms towards grit of late adolescents.…”

“…Scholars and researchers have attempted to clarify the link between the different beliefs of the mindset and the learning outcomes from the 1980s to the present. A growth mindset is a trait that promotes self-development in many aspects: cognitive, emotional, and behavioral engagement [41].…”

“…Referring to the cognitive domain, the significant findings revealed that growth mindset has the causal relationship with various learning outcomes, such as mathematics, science [42,38,4,43], reading and writing abilities [41,44], statistics [45], and pharmacy [46] by being able to develop the growth mindset of students with feedback provision [47,44], educational game application [48,49], and workshop application [50]. Furthermore, Liu et al [51] found that the growth mindset is the most important factor in studying the students' academic performance.…”

Working memory and fluid intelligence predict reading comprehension in school‐age children: A one‐year longitudinal study

“…However, correlations with reading comprehension were small both at T1 and T2 ( r s < .17). In addition, it is possible that a growth‐oriented intelligence mindset may be of greater importance for the development of reading comprehension ability for those students that are facing difficulties or struggling with reading (Cho et al, 2019; Yeager & Dweck, 2020). Thus, it would be important for future studies to address this question and provide more evidence to better understand in which populations, with what characteristics and under which situations can intelligence mindset contribute to performance in academic skills.…”

“…Intelligence mindset has been found to be positively and moderately related to performance in reading comprehension, controlling for word reading in fourth‐grade children (Petscher et al, 2017). Likewise, another study with fourth and fifth grade children who were struggling readers found that intelligence mindset did not have a direct effect on reading comprehension but rather an indirect effect that was completely mediated by emotional engagement and achievement goals (Cho et al, 2019). It should be noted that the relation between intelligence mindset and reading comprehension in primary school children has not been assessed jointly with cognitive factors such as verbal WM, verbal STM or fluid intelligence.…”