6533b821fe1ef96bd127c282
RESEARCH PRODUCT
Specificity of Reading Self-Efficacy Among Primary School Children
Helena ViholainenAro TuijaEija RäikkönenEllen L. UsherMikko AroRobert M. KlassenPilvi PeuraRiikka Sorvosubject
media_common.quotation_subjectelementary schoolssujuvuuskoululaisetlukeminenomatoimisuusEducationCorrelationFluencyuskomuksetReading (process)Developmental and Educational PsychologyGrade levelmedia_commonSelf-efficacyAge differences4. Education05 social sciences050301 educationlukeminen (toiminta)Confirmatory factor analysisreading fluencylukutaitoPsychology0503 educationReading skillsClinical psychologydescription
We investigated the specificity of reading self-efficacy among second- to fifth-grade children in Finland (N = 1,327). Bandura (1997 Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman. [Google Scholar] ) theorized that efficacy beliefs can be assessed at different levels of specificity; however, empirical support for this view is scarce among young children. Efficacy beliefs targeting reading-related activities were assessed at three specificity levels (general, intermediate, and specific). Confirmatory factor analysis revealed that these specificity levels are separable, but correlated, and the structure was invariant across gender and grade level. Self-efficacy factors were positively associated with reading fluency, but the strength of these associations varied according to specificity level. Findings suggest that reading self-efficacy in primary grades can and should be assessed at different specificity levels according to research aims. peerReviewed
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2018-11-24 |