ERIC Number: ED347497
Record Type: RIE
Publication Date: 1989-Mar
Reference Count: N/A
Reading and Writing Beliefs for Ethnic Students: Relationship of Self-Efficacy Beliefs, Causal Attribution, and Outcome Expectancy to Reading and Writing Performance for Ethnically Diverse College Freshmen.
Murphy, Carolyn Colvin; Shell, Duane F.
A study examined how self-efficacy, causal attribution, and outcome expectancy beliefs are related to reading and writing for ethnically diverse college freshmen and whether the patterns of belief-performance relationships for ethnically diverse students are similar to those found for white, middle class populations. Subjects in the ethnic sample were 138 freshman students (47 males, 91 females) and included 50 African Americans, and 68 Mexican Americans or Hispanics at a western state university; those in the comparison sample were 150 predominantly white, middle class undergraduate students (29 male, 121 females) at a midwestern state university. Both samples were administered measures to assess self-efficacy, outcome expectancy, causal attributions, reading performance, and writing performance. Results indicated differences between ethnic students and white, middle class students in the patterns of beliefs and in the relationships of beliefs to performance for reading and writing. These differences may significantly affect persistence and effort in reading and writing activities that in turn affect skill development. (Two tables of data are included.) (SR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Outcomes Expectancy
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 1989).