The beliefs children hold about their capabilities as readers are known to influence their reading achievement. The aim of this study was to extend previous work by examining trajectories of change in reading self-efficacy among primary school students (N = 1327) and the relations between the trajectories of self-efficacy and their hypothesized sources over 11 months. Using growth mixture modeling, we identified four trajectories of change in reading self-efficacy, involving increasing, stable, and declining trends. These trajectories of change in reading self-efficacy were associated with students’ varying experiences with the four sources of self-efficacy over time. Higher levels of mastery, verbal persuasion, and vicarious experiences and lower levels of physiological arousal were related to positive developmental trajectories of self-efficacy. Students with declining experiences of social sources of self-efficacy (i.e., verbal persuasions and vicarious experiences) had decreasing self-efficacy trajectories. These findings point to the importance of considering the variability in changes in reading self-efficacy and the interplay between changes in self-efficacy and sources of self-efficacy during primary school years, as well as the importance of monitoring these changes over time.

孩子们对自己作为阅读者的能力所持的信念会影响他们的阅读成绩。这项研究的目的是通过检查小学生阅读自我效能的变化轨迹来扩展以前的工作（N = 1327）以及11个月内自我效能的轨迹与其假设来源之间的关系。使用增长混合模型，我们确定了阅读自我效能的四个变化轨迹，包括上升，稳定和下降的趋势。阅读自我效能感的这些变化轨迹与学生随着时间的流逝对自我效能感的四种来源的不同经历有关。较高的掌握水平，口头说服力和替代经验以及较低水平的生理唤起与自我效能感的积极发展轨迹有关。自我效能感的社会来源经验（即口头说服和替代经历）下降的学生的自我效能感轨迹正在下降。