Abstract
The aim of this study was to examine the situational associations of reading-related task values and efficacy beliefs with achievement emotions, and whether these associations are moderated by reading difficulties (RD). The sample comprised 128 Finnish sixth-grade students (66 with no reading difficulties [No RD], 31 with mild reading difficulties [Mild RD], and 31 with severe reading difficulties [Severe RD]) who were randomized to complete either a non-challenging or challenging reading task. Students reported their reading-related task values (attainment and interest) and efficacy beliefs right before and their achievement emotions both before and after performing the reading task. The results revealed that the associations of task values and efficacy beliefs with achievement emotions were moderated by RD and task difficulty. High attainment value was related to more positive and less negative emotions, especially for students with Severe RD. In turn, high interest value and efficacy beliefs were related to more positive emotions during the task, especially for students with No RD or Mild RD. Finally, among all students, higher interest value in the face of a non-challenging reading task and higher efficacy beliefs in the face of a challenging reading task were related to less negative emotions. The results provide a novel understanding of the role of RD in the situational associations between reading-related motivation and achievement emotions.
Highlights
Separately for positive and negative emotions before and during the reading task, were conducted next to investigate the extent to which reading-related task values and efficacy beliefs predicted students’ emotions before and during the non-challenging or challenging reading task, and whether these associations varied between students with No, Mild, or Severe reading difficulties (RD)
The results showed that RD did not moderate the associations of interest and attainment values and efficacy beliefs with positive emotions before the reading task
The results showed that RD did not moderate the associations of interest value and efficacy beliefs before a reading task
Summary
The objective of this study was to examine whether students’ reading-related task values and efficacy beliefs are associated with their positive and negative emotions roused before and during a reading task, and whether these associations vary depending on: (1) whether students have reading issues and (2) whether the reading task is non-challenging or challenging. It was expected that students’ low reading-related efficacy beliefs and low task values are related to a low occurrence of positive emotions and a high occurrence of negative emotions (Pekrun et al, 2006; Seifert, 1995). High task values regarding reading were expected to relate to frequently occurring high positive emotions (Pekrun et al, 2006). It was hypothesized that the associations of task values and efficacy beliefs in reading are more strongly linked with negative reading-related achievement emotions among students with mild or severe reading impairments compared to students with no reading obstacles (Covington, 1984; Galloway et al, 1995, 1996). Given the lack of previous research, no specific hypotheses were set regarding the role of task difficulty
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