Do Students With Reading Difficulties Have Motivational Challenges? Examining Integrative Motivational Profiles and Their Outcomes

Employing a latent profile analysis, this study examined (a) integrative motivational profiles among upper elementary students with ( n = 70) and without reading difficulties (RD) ( n = 39), (b) how profile membership is related to reading comprehension and reading anxiety, and (c) whether students’ RD status predicts profile membership. The results indicated three distinct profiles: (a) Confident, Interested, and Growth-Oriented (32%), (b) Moderate All (38%), and (c) Confident, Interested, and Multiply Goal-Oriented profile (30%). Students who were most likely to belong to the Confident, Interested, and Growth-Oriented profile had significantly higher reading comprehension and lower reading anxiety than students in the other two profiles. Students with RD were more likely to belong to the Moderate All profile than the other two profiles. The findings highlight the importance of attending to forms of motivation like growth mindset, self-efficacy, intrinsic value, and learning-focused goals, particularly for students with RD.