Opportunities and obstacles: Using profile analysis to examine sources of reading self-efficacy in early adolescence

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2024-10-14 DOI:10.1016/j.lindif.2024.102573

Jaeyun Han , Pilvi Peura , Calah J. Ford , Amanda R. Butz , Ellen L. Usher

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引用次数: 0

Abstract

When investigating the sources of self-efficacy, researchers have historically focused on learners' perceptions of positive (e.g., direct & vicarious successes, encouragement & praise) and negative (e.g., stress, anxiety) experiences. These approaches may not capture other types of efficacy-relevant experiences. The purpose of this study was to investigate how early adolescent readers perceive and integrate diverse types of efficacy-relevant information. Students (N = 1804) responded to items related to four hypothesized sources of self-efficacy that reflected opportunities and obstacles in reading. Latent profile analysis indicated four profiles related to students' efficacy-relevant reading experiences. These profiles were examined in relation to students' gender, socioeconomic status, grade level, and race/ethnicity. Students exposed to mostly positive sources of information showed higher levels of reading self-efficacy and reading achievement than those reporting more exposure to negative sources of information. Results highlight the importance of providing opportunities and minimizing obstacles to support adolescents' reading self-efficacy.

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机遇与障碍：利用特征分析研究青少年早期阅读自我效能感的来源

在研究自我效能感的来源时，研究人员历来侧重于学习者对积极（如直接&；替代成功、鼓励&；表扬）和消极（如压力、焦虑）体验的感知。这些方法可能无法捕捉到其他类型的与效率相关的体验。本研究旨在调查青少年早期读者如何感知和整合不同类型的效率相关信息。学生（人数 = 1804）回答了与四种自我效能感假设来源相关的项目，这些假设来源反映了阅读中的机会和障碍。潜特征分析表明，有四种特征与学生与效率相关的阅读经验有关。这些特征与学生的性别、社会经济地位、年级和种族/民族有关。与较多接触负面信息源的学生相比，接触正面信息源的学生显示出更高的阅读自我效能感和阅读成就。研究结果凸显了提供机会和减少障碍对提高青少年阅读自我效能的重要性。

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).