A1 Journal article (refereed)
The role of reading difficulties in the associations between task values, efficacy beliefs, and achievement emotions (2019)

Päivinen, M., Ahonen, T., Eklund, K., Hirvonen, R., & Kiuru, N. (2019). The role of reading difficulties in the associations between task values, efficacy beliefs, and achievement emotions. Reading and Writing, 32(7), 1723-1746. https://doi.org/10.1007/s11145-018-9922-x

JYU authors or editors

Publication details

All authors or editors: Päivinen, Maria; Ahonen, Timo; Eklund, Kenneth; Hirvonen, Riikka; Kiuru, Noona

Journal or series: Reading and Writing

ISSN: 0922-4777

eISSN: 1573-0905

Publication year: 2019

Volume: 32

Issue number: 7

Pages range: 1723-1746

Publisher: Springer

Publication country: Netherlands

Publication language: English

DOI: https://doi.org/10.1007/s11145-018-9922-x

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/65215

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.

Keywords: emotions; reading; reading disorders; preteen children; beliefs; efficacy

Free keywords: achievement emotions; early adolescence; efficacy beliefs; reading difficulties; task values

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Related projects

Ministry reporting: Yes

Reporting Year: 2019

JUFO rating: 2