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Grit subcomponents, reading efficacy, and change in standardized L2 reading performance.

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Title: Grit subcomponents, reading efficacy, and change in standardized L2 reading performance.
Authors: Satori, Miki1 msatori@nufs.ac.jp
Source: Reading in a Foreign Language. Mar2026, Vol. 38 Issue 1, p1-21. 21p.
Subject Terms: *Reading, *Reading speed, *Second language acquisition, *Reading motivation, Self-confidence, Japanese students
Abstract: This study examined the relationship between second language (L2) grit, reading efficacy, reading enjoyment, and gains in standardized L2 reading performance among 66 Japanese university students. The participants received 20 sessions of reading strategy instruction over two semesters and completed questionnaires regarding L2 grit, reading efficacy, and reading enjoyment. Their TOEIC reading scores were compared before and after the instruction. The results showed that the consistency of interest component of L2 grit and reading efficacy significantly predicted TOEIC reading score gains. Although the perseverance of effort component of L2 grit was positively associated with reading efficacy and enjoyment, its effect on reading performance gains was indirect and mediated by reading efficacy. Reading enjoyment was not significantly related to reading performance gains. These results suggest that sustained interest and task-specific confidence play important roles in improving standardized L2 reading performance in instructional contexts. [ABSTRACT FROM AUTHOR]
Copyright of Reading in a Foreign Language is the property of Reading in a Foreign Language and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Grit subcomponents, reading efficacy, and change in standardized L2 reading performance.
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  Data: <searchLink fieldCode="AR" term="%22Satori%2C+Miki%22">Satori, Miki</searchLink><relatesTo>1</relatesTo><i> msatori@nufs.ac.jp</i>
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  Data: <searchLink fieldCode="JN" term="%22Reading+in+a+Foreign+Language%22">Reading in a Foreign Language</searchLink>. Mar2026, Vol. 38 Issue 1, p1-21. 21p.
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  Data: *<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+speed%22">Reading speed</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+motivation%22">Reading motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Self-confidence%22">Self-confidence</searchLink><br /><searchLink fieldCode="DE" term="%22Japanese+students%22">Japanese students</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This study examined the relationship between second language (L2) grit, reading efficacy, reading enjoyment, and gains in standardized L2 reading performance among 66 Japanese university students. The participants received 20 sessions of reading strategy instruction over two semesters and completed questionnaires regarding L2 grit, reading efficacy, and reading enjoyment. Their TOEIC reading scores were compared before and after the instruction. The results showed that the consistency of interest component of L2 grit and reading efficacy significantly predicted TOEIC reading score gains. Although the perseverance of effort component of L2 grit was positively associated with reading efficacy and enjoyment, its effect on reading performance gains was indirect and mediated by reading efficacy. Reading enjoyment was not significantly related to reading performance gains. These results suggest that sustained interest and task-specific confidence play important roles in improving standardized L2 reading performance in instructional contexts. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Reading in a Foreign Language is the property of Reading in a Foreign Language and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.64152/10125/67528
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      – Code: eng
        Text: English
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      – SubjectFull: Reading
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      – SubjectFull: Reading speed
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      – SubjectFull: Second language acquisition
        Type: general
      – SubjectFull: Reading motivation
        Type: general
      – SubjectFull: Self-confidence
        Type: general
      – SubjectFull: Japanese students
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      – TitleFull: Grit subcomponents, reading efficacy, and change in standardized L2 reading performance.
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              Text: Mar2026
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