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| Autor/inn/en | Bruning, Roger; und weitere |
|---|---|
| Titel | Development of Self-Efficacy and Outcome Expectancy for Reading and Writing: A Regression and Causal Modeling Approach. |
| Quelle | (1987), (24 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Attribution Theory; Elementary Secondary Education; Grade 10; Grade 4; Grade 7; Multiple Regression Analysis; Reading Achievement; Reading Writing Relationship; Self Efficacy; Skill Development; Writing (Composition) |
| Abstract | A study explored the development of self-efficacy and outcome expectancy beliefs for reading and writing--examining specifically (1) the structure of the relationships both within reading and within writing, and the influences of writing beliefs on reading and reading beliefs on writing; and (2) the development of writing beliefs. Subjects were 606 children in grades 4, 7, and 10 from a midwestern city school system. Self-efficacy for reading and writing, outcome expectancy (contingency beliefs and causal attributions), reading achievement, and writing achievement were measured with various instruments. Multiple regression analysis of the resulting data supported previous research that has found significant relationships between self-efficacy and outcome expectancy beliefs and reading and writing. Results also suggest that beliefs about reading and writing ability become increasingly important factors in predicting reading and writing skill as children age and master skills. To be fully effective readers and writers, children must develop the positive self-efficacy and outcome expectancies necessary to effectively organize and apply the cognitive reading and writing skills they possess. (Three tables of data are included; 14 references are attached.) (SR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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