The present study investigates whether task engagement mediates the effects of reading-related self-efficacy and motivation on reading comprehension. Finnish-speaking students from Grades 3 and 4 performed a computer-based reading comprehension task. Engagement was measured by two indicators retrieved from log files: time-on-task (behavioral engagement) and response strategy (cognitive engagement). Two studies were conducted. Study 1 included mostly fluent readers (N = 108), and Study 2, which served as a conceptual replication of Study 1, included both fluent and dysfluent readers (N = 308). The results of both studies suggest that cognitive engagement mediates the effect of reading enjoyment on reading comprehension. In Study 2, the effect of self-efficacy on reading comprehension was mediated by both types of engagement but only when the effect of reading enjoyment was not controlled for. Overall, the results provide further clarification of the mechanism by which motivation affects children's task-oriented reading.

本研究调查任务投入是否介导阅读相关的自我效能感和动机对阅读理解的影响。3 年级和 4 年级讲芬兰语的学生执行了一项基于计算机的阅读理解任务。敬业度通过从日志文件中检索到的两个指标来衡量：任务时间（行为敬业度）和响应策略（认知敬业度）。进行了两项研究。研究 1 主要包括流利的读者（N  = 108），作为研究 1 概念复制的研究 2，包括流利和不流利的读者（N = 308)。两项研究的结果都表明，认知参与调节阅读享受对阅读理解的影响。在研究 2 中，自我效能对阅读理解的影响受两种参与类型的调节，但只有在阅读享受的影响不受控制时。总体而言，研究结果进一步阐明了动机影响儿童任务导向阅读的机制。