The purpose of this study was to explore the relationships among summer reading camp participants' initial prosocial efficacy, reading motivation, and their reading skill changes. Despite the theoretical explanation of social and emotional learning (SEL), there is a lack of empirical studies demonstrating the complex relationships and processes among students' social-emotional competencies and beneficial academic learning outcomes. The Freedom Schools reading camp provides learning opportunities during the summer vacation for children primarily from low-income families and minoritized racial and ethnic backgrounds. This study tested the linear relationship between students' initial reading motivation and reading growth with prosocial efficacy as a moderator (n = 67). We found that initial intrinsic regulation was related to students' reading comprehension skill growth, and prosocial efficacy moderated the relationship between reading skill changes and intrinsic regulation. Results provided clues about how students' efficacy for prosocial behavior could explain the relationship between students' reading motivation and reading growth.

本研究的目的是探讨暑期阅读营参与者最初的亲社会效能、阅读动机和阅读技能变化之间的关系。尽管对社会和情感学习 (SEL) 有理论解释，但缺乏实证研究来证明学生的社会情感能力和有益的学术学习成果之间的复杂关系和过程。自由学校阅读营在暑假期间为主要来自低收入家庭和少数种族和民族背景的儿童提供学习机会。本研究以亲社会效能为调节因子（n = 67)。我们发现，最初的内在调节与学生阅读理解技能的成长有关，亲社会效能调节了阅读技能变化与内在调节之间的关系。结果为学生的亲社会行为效能如何解释学生阅读动机与阅读成长之间的关系提供了线索。