Contribution of children's reading motivation and prosocial efficacy to reading growth
Section snippets
Social and emotional competencies and effective learning
The classroom setting can provide an effective learning environment for school-age children (Bergin, 2018; Yan et al., 2011). Students experience emotional attachment and develop prosocial skills through various communications in a classroom (Wentzel & McNamara, 1999). SEL scholars theorize that when students enhance their social and emotional competencies, they become better-prepared learners (Bridgeland et al., 2013; Jones & Kahn, 2017). Jones and Kahn pointed out that “the quality and depth
Reading program context
Freedom Schools camp is a unique summer program focused on preventing reading loss during out-of-school time. The reading program was designed to help students from underserved groups, who have fewer learning opportunities during the summer, to prevent summer reading loss (Mesa et al., 2021). Freedom Schools, which follow an intergenerational model, differ from many other summer reading programs because they target a wide range of grade levels (often K-12) at one site. The participants are
Preliminary analyses
Descriptive results, including the means and standard deviations of the moderator, the predictors, and outcomes related to the tested moderation models, are presented in Table 1. The participants' initial prosocial efficacy and reading motivation subscale scores tended to be high. In the dataset, there were no serious issues regarding skewness or kurtosis. The average change scores in reading skills were all positive. For example, the average passage fluency change score was 0.37, representing
Discussion
The major goal of this study was to explore how some students more effectively develop their reading skills under similar academic conditions. Based on the common findings from previous child reading studies (Guay et al., 2010; Marshik et al., 2017; Solomon et al., 2000), this study explored two research questions. First, we tested to what extent students' initial intrinsic regulation has a meaningful linear relationship with reading skill growth. Second, we explored to what extent students'
Conclusion
The findings of this research provide insights for elementary and middle school teachers about how supporting students' intrinsic regulation and prosocial efficacy may also make a positive interaction effect on students' positive reading growth. Overall, this study suggests that if teachers support children's positive emotional experiences (e.g., intrinsic regulation) by encouraging students to have social interactions and to build up positive relationships, students may have effective reading
Declaration of competing interest
We wish to confirm that there are no known conflicts of interest associated with this manuscript.
Acknowledgments
This study was supported in part by grants from the Institute of Education Sciences (Grant # R305B170017).
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