Peura, Pilvi, Viholainen, Helena J. K., Aro, Tuija I. et al. (5 more authors) (2019) Specificity of reading self-efficacy among primary school children. Journal of experimental education. pp. 496-516. ISSN 0022-0973
Abstract
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
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2018 Taylor & Francis Group, LLC. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details. |
Keywords: | Self-efficacy,beliefs,elementary schools,reading,reading fluency |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Social Sciences (York) > Education (York) |
Depositing User: | Pure (York) |
Date Deposited: | 28 Nov 2018 11:50 |
Last Modified: | 16 Oct 2024 15:17 |
Published Version: | https://doi.org/10.1080/00220973.2018.1527279 |
Status: | Published |
Refereed: | Yes |
Identification Number: | 10.1080/00220973.2018.1527279 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:139277 |
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