Reading Motivation and Academic Emotions of Struggling Readers: A Mixed Methods Study

Abstract

This mixed methods study explored reading mindsets among upper elementary students identified for supplemental reading instruction, examining how these mindsets relate to perceived competence and emotional experiences. Data were collected from 39 fourth and fifth grade students (48.7% female, 35.9% received free or reduced lunch, and 17.9% with an IEP) who were participants in a larger quasi-experimental intensive, Tier 2 reading intervention. This study utilized interviews and a survey, with qualitative pattern coding triangulated by quantitative survey analysis. Findings challenge the commonly held belief that students with reading difficulties have predominantly negative motivation. Most students endorsed growth mindsets, though about half also exhibited some fixed mindset tendencies. Students’ perceptions of reading competence were complex, with few reporting exclusively negative views. Growth mindset behaviors, such as persistence and strategy use, were associated with positive competence perceptions, reframing challenges like slow reading as opportunities for growth. Negative emotions, often linked to upward social comparisons, were prevalent, but positive emotions frequently accompanied growth mindset behaviors. These findings highlight the intricate interplay of the motivational beliefs and emotions that shape the reading experiences of struggling readers.