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Causal Attribution Profiles as a Function of Reading Skills, Hyperactivity, and Inattention
Kimberley C Tsujimoto1, Richard Boada2, Stephanie Gottwald3
1University of Toronto.
Scientific Studies of Reading : the Official Journal of the Society for the Scientific Study of Reading
|June 12, 2020
Summary
Attributing reading success to effort and ability influences future learning behaviors. Adaptive attributions correlate with better reading skills and attention, while maladaptive ones signal difficulties.
Area of Science:
- Educational Psychology
- Developmental Psychology
Background:
- Attributions for reading outcomes impact learning behaviors like persistence.
- Previous research focused on typical vs. struggling readers, overlooking nuances in reading and attention skills.
Purpose of the Study:
- To identify distinct profiles of reading-related attributions in youth.
- To examine the relationship between these attribution profiles and reading skills, inattention, and hyperactivity/impulsivity.
Main Methods:
- Latent profile analysis was used to identify groups based on internal attributions to ability and effort.
- Reading skills, inattention, and hyperactivity/impulsivity were analyzed as correlates of these profiles.
- 1,312 youth (ages 8-15) participated.
Main Results:
- Four distinct attribution profiles were identified.
- More adaptive profiles were associated with higher reading performance and lower inattention.
- The least adaptive profile correlated with greater reading and attention difficulties.
- Unique attribution profiles emerged even within groups of similar reading achievement.
Conclusions:
- Reading-related attribution profiles are linked to academic and behavioral outcomes.
- Instructional strategies promoting adaptive attributions may enhance reading engagement and achievement, especially for learners with difficulties.
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