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dc.contributor.authorPäivinen, Maria
dc.contributor.authorAhonen, Timo
dc.contributor.authorEklund, Kenneth
dc.contributor.authorHirvonen, Riikka
dc.contributor.authorKiuru, Noona
dc.date.accessioned2019-08-12T08:35:23Z
dc.date.available2019-08-12T08:35:23Z
dc.date.issued2019fi
dc.identifier.citationPäivinen, 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. <em>Reading and Writing</em>, 32 (7), 1723-1746. <a href="https://doi.org/10.1007/s11145-018-9922-x">doi:10.1007/s11145-018-9922-x</a>fi
dc.identifier.otherTUTKAID_79766
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/65215
dc.description.abstractThe 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.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSpringer
dc.relation.ispartofseriesReading and Writing
dc.rightsCC BY 4.0
dc.subject.otherlukeminenfi
dc.subject.otherlukihäiriötfi
dc.subject.othertunteetfi
dc.subject.othervarhaisnuoretfi
dc.subject.otheromakuvafi
dc.subject.otheruskomuksetfi
dc.subject.othervaikuttavuusfi
dc.subject.othersaavutuksetfi
dc.subject.otherachievement emotionsfi
dc.subject.otherearly adolescencefi
dc.subject.otherefficacy beliefsfi
dc.subject.otherreading difficultiesfi
dc.subject.othertask valuesfi
dc.titleThe role of reading difficulties in the associations between task values, efficacy beliefs, and achievement emotionsfi
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201908083788
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiainePsykologia
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2019-08-08T09:15:16Z
dc.description.reviewstatuspeerReviewed
dc.format.pagerange1723-1746
dc.relation.issn0922-4777
dc.relation.numberinseries7
dc.relation.volume32
dc.type.versionpublishedVersion
dc.rights.copyright© The Author(s) 2018
dc.rights.accesslevelopenAccessfi
dc.format.contentfulltext
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1007/s11145-018-9922-x


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