Abstract
The present study explored the combined effects of students’ learning-related beliefs as well as use of reading comprehension strategies on academic success—academic outcomes and exhaustion. In total, 1165 eighth grade students’ beliefs, use of reading comprehension strategies and reading comprehension were assessed at the beginning of the school year. Half a year later 296 students from the sample reported their academic exhaustion and grades from the previous semester. Students’ learning-related beliefs and use of deep reading comprehension strategies were associated with their academic outcomes and exhaustion. More specifically, believing in quick and effortless learning was associated with the use of a smaller variety of deep reading comprehension strategies and lower academic outcomes. Additionally, students’ motivational beliefs about effective learning were mainly indirectly through strategy use linked to their academic outcomes, while having direct effects on academic exhaustion. These results refer to the importance of addressing learning-related beliefs in addition to strategy instruction.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: Journal of Educational and Developmental Psychology
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.