ERIC Number: EJ912160
Record Type: Journal
Publication Date: 2011
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0270-2711
EISSN: N/A
The Impact of Reading Self-Efficacy and Task Value on Reading Comprehension Scores in Different Item Formats
Solheim, Oddny Judith
Reading Psychology, v32 n1 p1-27 2011
It has been hypothesized that students with low self-efficacy will struggle with complex reading tasks in assessment situations. In this study we examined whether perceived reading self-efficacy and reading task value uniquely predicted reading comprehension scores in two different item formats in a sample of fifth-grade students. Results showed that, after controlling for variance associated with word reading ability, listening comprehension, and nonverbal ability through hierarchical multiple regression analysis, reading self-efficacy was a significant positive predictor of reading comprehension scores. For students with low self-efficacy in reading, reading self-efficacy was a significant positive predictor of multiple-choice comprehension scores but not of constructed-response comprehension scores. For students with high self-efficacy in reading, reading self-efficacy did not account for additional variance in either item format. The implication that the multiple-choice format magnifies the impact of self-efficacy in assessments of reading comprehension is discussed. (Contains 4 tables, 2 figures, and 1 note.)
Descriptors: Reading Comprehension, Listening Comprehension, Self Efficacy, Multiple Regression Analysis, Reading Ability, Grade 5, Nonverbal Ability, Scores, Test Items, Reading Skills, Student Attitudes, Elementary School Students, Predictor Variables, Student Motivation, Foreign Countries
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
Grant or Contract Numbers: N/A