The Interplay Between Students’ Learning-Related Beliefs, Reading Comprehension Strategies and Academic Success
Bibliographic record
Abstract
The present study explored the combined effects of students’ learning-related beliefs as well as use of reading comprehension strategies on academic success—academic outcomes and exhaustion. In total, 1165 eighth grade students’ beliefs, use of reading comprehension strategies and reading comprehension were assessed at the beginning of the school year. Half a year later 296 students from the sample reported their academic exhaustion and grades from the previous semester. Students’ learning-related beliefs and use of deep reading comprehension strategies were associated with their academic outcomes and exhaustion. More specifically, believing in quick and effortless learning was associated with the use of a smaller variety of deep reading comprehension strategies and lower academic outcomes. Additionally, students’ motivational beliefs about effective learning were mainly indirectly through strategy use linked to their academic outcomes, while having direct effects on academic exhaustion. These results refer to the importance of addressing learning-related beliefs in addition to strategy instruction.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".