Year of Publication

2013

Degree Name

Doctor of Philosophy (PhD)

Document Type

Doctoral Dissertation

College

Education

Department

Educational, School, and Counseling Psychology

First Advisor

Dr. Kenneth Tyler

Second Advisor

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.

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