Reading Self-Efficacy Predicts Word Reading But Not Comprehension in Both Girls and Boys

Julia M. Carroll, A. C. Fox

    Research output: Contribution to journalArticle

    10 Citations (Scopus)
    86 Downloads (Pure)

    Abstract

    The relationship between cognitive skills and reading has been well-established. However, the role of motivational factors such as self-efficacy in reading progress is less clear. In particular, it is not clear how self-efficacy relates to word level reading versus comprehension, and whether this differs in boys and girls. This study examines the relationship between self-efficacy, word reading and reading comprehension across the range of reading abilities after controlling for reading-related cognitive factors. One hundred and seventy nine children (86 males and 93 females) between 8 and 11 years old completed a self-report measure of reading self-efficacy together with measures of reading comprehension and word reading, working memory, auditory short-term memory, phonological awareness, and vocabulary. Boys and girls showed similar levels of attainment and reading self-efficacy. Reading self-efficacy was associated with word reading, but not with reading comprehension in either boys or girls. It is argued that this may reflect important differences between reading self-efficacy and more general measures of reading motivation and engagement. Reading self-efficacy is an element of reading motivation that is closely associated with a child’s perceived attainments in reading and is less susceptible to the gender differences seen in broader measures.
    Original languageEnglish
    Article number2056
    JournalFrontiers in Psychology
    Volume7
    DOIs
    Publication statusPublished - 17 Jan 2017

    Bibliographical note

    Copyright © 2017 Carroll and Fox.This is an open-access article distributed under the terms of the Creative Commons Attribution License (CCBY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    This Document is Protected by copyright and was first published by Frontiers. All rights reserved. it is reproduced with permission.

    Keywords

    • reading development
    • self efficacy
    • reading comprehension
    • reading motivation
    • decoding

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