Abbott Robert, Mickail Terry, Richards Todd, Renninger K Ann, Hidi Suzanne E, Beers Scott, Berninger Virginia
University of Washington, USA.
Swarthmore College, USA.
Int J Educ Method. 2017 Jul;3(1):41-64. doi: 10.12973/ijem.3.1.41. Epub 2017 Jul 15.
Three methodological approaches were applied to understand the role of interest and self-efficacy in reading and/or writing in students without and with persisting specific learning disabilities (SLDs] in literacy. For each approach students in grades 4 to 9 completed a survey in which they rated 10 reading items and 10 writing items on a Scale 1 to 5; all items were the same but domain varied. The first approach applied Principal Component Analysis with Varimax Rotation to a sample that varied in specific kinds of literacy achievement. The second approach applied bidirectional multiple regressions in a sample of students with diagnosed SLDs-WL to (a) predict literacy achievement from ratings on interest and self-efficacy survey items; and (b) predict ratings on interest and self-efficacy survey items from literacy achievement. The third approach correlated ratings on the surveys with BOLD activation on an fMRI word reading/spelling task in a brain region associated with approach/avoidance and affect in a sample with diagnosed SLDs-WL. The first approach identified two components for the reading items (each correlated differently with reading skills) and two components for the writing items (each correlated differently with writing skills), but the components were not the same for both domains. Multiple regressions supported predicting interest and self-efficacy ratings from current reading achievement, rather than predicting reading achievement from interest and self-efficacy ratings, but also bidirectional relationships between interest or self-efficacy in writing and writing achievement. The third approach found negative correlations with amygdala connectivity for 2 reading items, but 5 positive and 2 negative correlations with amygdala connectivity for writing items; negative correlations may reflect avoidance and positive correlations approach. Collectively results show the relevance and domain-specificity of interest and self-efficacy in reading and writing for students with persisting SLDs in literacy.
采用了三种方法来理解兴趣和自我效能感在有和没有持续性特定学习障碍（SLD）的识字学生的阅读和/或写作中的作用。对于每种方法，4至9年级的学生都完成了一项调查，他们在1至5的量表上对10个阅读项目和10个写作项目进行评分；所有项目相同，但领域不同。第一种方法对在特定识字成就方面存在差异的样本应用了主成分分析和方差最大化旋转。第二种方法在被诊断为SLD-WL的学生样本中应用双向多元回归，以（a）根据兴趣和自我效能感调查项目的评分预测识字成就；以及（b）根据识字成就预测兴趣和自我效能感调查项目的评分。第三种方法将调查中的评分与功能性磁共振成像（fMRI）单词阅读/拼写任务中与趋近/回避和情感相关的脑区的血氧水平依赖（BOLD）激活进行关联，该样本为被诊断为SLD-WL的学生。第一种方法为阅读项目确定了两个成分（每个成分与阅读技能的相关性不同），为写作项目确定了两个成分（每个成分与写作技能的相关性不同），但两个领域的成分并不相同。多元回归支持从当前阅读成就预测兴趣和自我效能感评分，而不是从兴趣和自我效能感评分预测阅读成就，但写作中的兴趣或自我效能感与写作成就之间也存在双向关系。第三种方法发现，2个阅读项目与杏仁核连通性呈负相关，但5个写作项目与杏仁核连通性呈正相关，2个写作项目与杏仁核连通性呈负相关；负相关可能反映回避，正相关反映趋近。总体而言，结果表明兴趣和自我效能感在有持续性识字SLD的学生的阅读和写作中具有相关性和领域特异性。
