scholarly journals Motivation and Strategies for Reading Comprehension in Middle School

2021 ◽  
Vol 30 (2) ◽  
pp. 71-86
Author(s):  
Adriana Satico Ferraz ◽  
Amanda Lays Monteiro Inácio ◽  
Mirelle Christina Pinheiro ◽  
Acácia Aparecida Angeli Dos Santos
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Reading Strategies ◽  
Self Regulation ◽  
Pedagogical Practices ◽  
Recreational Reading ◽  
School Students ◽  
Self Assessment

In this study, we investigated the relationships among achievement goals, self-efficacy, reading strategies, and the self assessment of performance in 47 Middle School students with control of the variable’s history of repetition, school year, and age. The differences in the students’ self-assessment regarding the practice of recreational reading were also analyzed. The students responded to three scales of the Multidimensional Battery of Reading Comprehension Self-Regulation. Statistically significant correlations were identified among the motivational constructs, reading strategies, self-assessment, and achievement goals. We identified differences in the indices between the bivariate and partial correlations. The achievement goals were predictors  of self-efficacy and reading strategies. These three constructs predicted the students’ self assessment in Portuguese language and reading comprehension. Students who practiced recreational reading presented a higher self-assessment than students who did not have this habit. It is suggested to continue the investigations on the theme and incorporate the findings of this study into the pedagogical practices that encourage reading.   How to cite this article: Ferraz, A. S., Inácio, A. L. M., Pinheiro, M. C., & dos Santos, A. A. A. (2021). Motivation and Strategies for Reading Comprehension in Middle School. Revista Colombiana de Psicología, 30(2), 71-86. https://doi.org/10.15446/rcp.v30n2.88781

scholarly journals The Effects of Social Achievement Goals on Social Withdrawal in Middle School Students: The Mediating Effect of Self-Efficacy

2021 ◽  
Vol 42 (4) ◽  
pp. 491-504
Author(s):  
Ye Rim Kim ◽  
Ju Hee Park
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Social Withdrawal ◽  
Social Performance ◽  
School Students ◽  
Mastery Goal ◽  
The Social ◽  
Social Achievement

Objectives: The purpose of this study was to examine the mediating effect of self-efficacy in the relationship between social achievement goals (mastery goal, performance-approach goal, and performance-avoid goal) and social withdrawal among middle school students.Methods: The participants in this study were 325 middle school students, ranging from first to third grade from seven middle schools. The data were analyzed using descriptive statistics and Pearson’s correlation coefficients were calculated. Structural Equation Modeling (SEM) was also used to investigate the mediating model.Results: The results of this study were as follows. First, the level of the social mastery goal and social performance-approach goal decreased students’ social withdrawal, and the level of the social performance-avoid goal increased it. Second, the level of the social mastery goal increased self-efficacy, whereas the level of social performance-avoid goal decreased it. The level of self-efficacy had a significantly negative influence on middle school students’ social withdrawal. Further, the level of self-efficacy partially mediated the relationship between the social mastery goal and social withdrawal, and between the social performance-avoid goal and social withdrawal.Conclusion: In conclusion, the higher the level of social mastery goal, the higher the level of self-efficacy, and the lower the level of social performance-avoid goal, the higher the level of self-efficacy, and, consequently, the lower the level of social withdrawal. These outcomes suggest that it would be helpful to change the type of social achievement goals and that improving the level of self-efficacy of middle school students would contribute to reducing their social withdrawal.

scholarly journals Self-regulation for Reading Comprehension: Psychometric Properties of Two Motivation Scales

2021 ◽  
Vol 31 ◽  
Author(s):  
Adriana Satico Ferraz ◽  
Acácia Aparecida Angeli dos Santos
Keyword(s):  
Reading Comprehension ◽  
Psychometric Properties ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Self Regulation ◽  
Scale Model ◽  
Evidence Based ◽  
Self Regulated Learning ◽  
Reliability Estimates ◽  
The One

Abstract Personal achievement goals and self-efficacy make up the motivational dimension of self-regulated learning. This research investigates the initial psychometric properties of the Achievement Goals Scale for Reading Comprehension and the Self-efficacy Scale for Reading Comprehension. The evidence-based test content validity study involved three expert judges and 16 Middle School, who pointed to the theoretical and practical adequacy of the scales. Validity evidence based on the scales’ internal structure was obtained with a sample of 522 students, using factor analysis as statistical resources. We verified the plausibility of the three-factor Achievement Goals Scale model and the one-factor Self-efficacy Scale model, and identified reasonable reliability estimates. Results indicate that the scales can be used in exploratory investigations. We suggest further research to expand its psychometric quality.

scholarly journals Self-regulation and self-efficacy as mediators of achievement goals and leisure time physical activity: a proposed model

2020 ◽  
Vol 24 (1) ◽  
pp. 12-20
Author(s):  
G. Erturan ◽  
R. McBride ◽  
B. Agbuga
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Self Regulation ◽  
School Students ◽  
Proposed Model

Background and Study Aim : The purpose of this study was to examine the mediating role of self-efficacy and self-regulation between achievement goals and leisure time physical activity among Turkish high school students. Material and Methods : Four hundred and sixty-four high school students (216 male; 248 female) enrolled in physical education classes voluntarily participated in the study. To assess whether the data fit the proposed model structural equation modelling was used. Results: Results revealed that self-efficacy mediated the effects of mastery-approach, mastery-avoidance, and performance-approach goals on leisure time physical activity. Self-regulation was not a mediator of achievement goals and did not predict leisure time physical activity. Conclusions: This study revealed the importance of self-efficacy in physical education to promote students’ leisure time physical activity.

Self-regulation and self-efficacy as mediators of achievement goals and leisure time physical activity: a proposed model

2020 ◽  
Vol 24 (1) ◽  
pp. 12-20
Author(s):  
G. Erturan ◽  
R. McBride ◽  
B. Agbuga
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Self Regulation ◽  
School Students ◽  
Proposed Model

Background and Study Aim : The purpose of this study was to examine the mediating role of self-efficacy and self-regulation between achievement goals and leisure time physical activity among Turkish high school students. Material and Methods : Four hundred and sixty-four high school students (216 male; 248 female) enrolled in physical education classes voluntarily participated in the study. To assess whether the data fit the proposed model structural equation modelling was used. Results: Results revealed that self-efficacy mediated the effects of mastery-approach, mastery-avoidance, and performance-approach goals on leisure time physical activity. Self-regulation was not a mediator of achievement goals and did not predict leisure time physical activity. Conclusions: This study revealed the importance of self-efficacy in physical education to promote students’ leisure time physical activity.

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