Date Available
7-15-2013
Year of Publication
2013
Document Type
Doctoral Dissertation
Degree Name
Doctor of Philosophy (PhD)
College
Education
Department/School/Program
Educational, School, and Counseling Psychology
Faculty
Dr. Kenneth Tyler
Faculty
Dr. Kenneth Tyler
Faculty
Dr. Ellen Usher
Abstract
The purpose of this dissertation is to investigate the relationship between self-efficacy and reading achievement and to examine the predictive validity of a variety of reading self-efficacy measures in a sample of 364 students in Grades 4 to 6. Mean differences in self-efficacy were also examined by gender, ethnicity, and school type. Results suggested that the four measures of reading self-efficacy were psychometrically sound. Mean differences were not present for students based on gender or ethnicity. Elementary school students reported higher levels of reading test self-efficacy than did middle school students. Reading self-efficacy predicted reading performance as measured by four different outcomes (i.e., language arts grades, scores on a standardized reading test, teacher ratings of students’ reading competence, and daily minutes read). For these analyses, the type of reading self-efficacy that most closely corresponded with the performance outcome was the best predictor. These findings suggest that reading self-efficacy is best measured in a context-specific manner.
Recommended Citation
Piercey, Raven Richardson, "Reading Self-Efficacy in Early Adolescence: Which Measure Works Best?" (2013). Theses and Dissertations--Educational, School, and Counseling Psychology. 10.
https://uknowledge.uky.edu/edp_etds/10
