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
Advisor
Dr. Kenneth Tyler
Co-Director of Graduate Studies
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
