Trajectories of change in reading self-efficacy: A longitudinal analysis of self-efficacy and its sources

Abstract The beliefs children hold about their capabilities as readers are known to influence reading achievement. aim of this study was extend previous work by examining trajectories change in self-efficacy among primary school students (N = 1327) and the relations between hypothesized sources over 11 months. Using growth mixture modeling, we identified four self-efficacy, involving increasing, stable, declining trends. These were associated with students’ varying experiences time. Higher levels mastery, verbal persuasion, vicarious lower physiological arousal related positive developmental self-efficacy. Students social (i.e., persuasions experiences) had decreasing trajectories. findings point importance considering variability changes interplay during years, well monitoring these