Abstract

Recent research has proven the importance of non-cognitive determinants, such as motivation and resilience, in improving reading achievement. This study provides insights on how these two determinants are displayed by students living in contexts of high social vulnerability. A mixed methodology was used to conduct the study in six schools across the O'Higgins Region of Chile. A reading comprehension test and questionnaires about resilience and reading motivation were responded by 192 eighth grade students (mean age = 13.49 years). The results identified students with high, average, and low reading achievement. Subsequently, 32 students participated in interviews, as did 9 mothers, 6 language teachers, and 6 school principals. The results showed that, even in a highly segregated educational system, factors such as perceived self-efficacy, intrinsic motivation, and family support are significantly related to reading achievement. This investigation underscores how student and familial life experiences influence reading achievement.