Specificity of Reading Self-Efficacy Among Primary School Children

被引：15

作者：

Peura, Pilvi I. ^{[1
]}

Viholainen, Helena J. K. ^{[1
]}

Aro, Tuija I. ^{[1
]}

Raikkonen, Eija M. ^{[1
]}

Usher, Ellen L. ^{[2
]}

Sorvo, Riikka M. A. ^{[1
]}

Klassen, Robert M. ^{[3
]}

Aro, Mikko T. ^{[1
]}

机构：

[1] Univ Jyvaskyla, Ruusupuisto, Finland

[2] Univ Kentucky, Lexington, KY 40506 USA

[3] Univ York, York, N Yorkshire, England

来源：

JOURNAL OF EXPERIMENTAL EDUCATION | 2019年 / 87卷 / 03期

基金：

芬兰科学院;

关键词：

Self-efficacy; reading; elementary schools; beliefs; reading fluency; OF-FIT INDEXES; PROGRESS FEEDBACK; TASK-VALUE; MOTIVATION; STUDENTS; ACHIEVEMENT; COMPREHENSION; BELIEFS; FLUENCY; MATHEMATICS;

D O I：

10.1080/00220973.2018.1527279

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

We investigated the specificity of reading self-efficacy among second- to fifth-grade children in Finland (N = 1,327). Bandura (1997) 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.

引用

页码：496 / 516

页数：21

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