We examined the extent to which self-efficacy and growth mindsets predict reading comprehension growth in sixth grade and the moderating role of initial word reading. Students (N = 303) reported on their self-efficacy as well as domain-general and reading-specific mindsets at the beginning of sixth grade. They completed brief bi-monthly reading comprehension measures throughout the year and a multiple-choice reading comprehension measure at the end of the school year. Results from a series of latent basis growth models indicated that self-efficacy predicted the initial level but not growth in reading comprehension. In contrast, a domain-general growth mindset did not predict the initial level but did predict growth, which in turn predicted the end-of-year reading comprehension outcome. Unexpectedly, a reading-specific growth mindset predicted none of the reading comprehension outcomes, and the initial word reading skill did not moderate the relation between growth mindsets and reading comprehension growth. Our findings highlight the critical role that self-efficacy and a domain-general growth mindset play in promoting students’ reading comprehension development.

我们研究了自我效能和成长心态预测六年级阅读理解能力增长的程度以及初始单词阅读的调节作用。学生（N = 303）报告了他们的自我效能以及六年级开始时的领域一般和特定阅读的心态。他们全年完成了简短的双月阅读理解措施，并在学年末完成了多项选择的阅读理解措施。一系列潜在的基础增长模型的结果表明，自我效能感可以预测初始水平，但不能提高阅读理解能力。相比之下，一般领域的增长心态并不能预测初始水平，但可以预测增长，这反过来又可以预测年末阅读理解的结果。出乎意料的是，特定于阅读的成长心态无法预测阅读理解的结果，并且最初的单词阅读技巧并不能缓解成长心态与阅读理解成长之间的关系。