Reading Motivation in Spanish-Speaking Dual Language Learners: Comparing Two Types of Student Report

Children’s Academic Self-efficacy in Reading and Reading Development—From Theory to Practice

“…In addition, when students are asked about their reading capabilities in general, they may have very different subskills of reading in mind, and these may differ from those assumed or intended by the researchers. Children are found to recall their capabilities to read fluently (Butz & Usher, 2015;Henk & Melnick, 1998) or their word-reading skills (Guthrie et al, 2007;Klauda et al, 2020) rather than their reading comprehension skills when they have evaluated their reading self-efficacy, whereas the outcome skill has often been reading comprehension skills. Therefore, it may be that children's self-efficacy evaluation and the outcome skill assessed by researchers have not fully corresponded.…”

“…Butz and Usher (2015) found that students reported few physiological and emotional experiences in reading, and these experiences did not differ between low-and high-self-efficacy students. When students were explicitly asked to rate their level of reading-related negative arousals (Peura et al, 2021) or were asked about their feelings while reading a challenging book (Klauda et al, 2020), some expressed high negative arousal toward reading or stated that they were nervous while reading. Negative arousal in reading situations was found to relate also to lower beliefs of one's reading capabilities (Peura et al, 2021).…”