Year of Award
2017
Document Type
Professional Paper
Degree Type
Master of Arts (MA)
Degree Name
Education
Other Degree Name/Area of Focus
Teaching & Learning
Department or School/College
Phyllis J. Washington College of Education
Committee Chair
Georgia Cobbs
Commitee Members
Trent Atkins, Jessica Gallo
Keywords
Self-Efficacy, Reading, Achievement, elementary
Subject Categories
Elementary Education | Language and Literacy Education
Abstract
Academic self-efficacy has been positively related to academic achievement in previous studies with middle school, high school, and undergraduate students. This small-scale study investigated the relationship between student reading self-efficacy and student reading achievement with second grade students in central Montana. Participating students completed a Reading Self-Efficacy Questionnaire and benchmark assessments for reading. The 2011 Dibels Next Reading End of Year Benchmark test was used to measure fluency and the Northwest Evaluation Association Measures of Academic Progress (MAP) Reading for Primary grades test was used to measure the related reading skills of language and writing, foundational skills, literature and information skills, and vocabulary use and functions. Results showed a non-significant positive relationship between student reading self-efficacy and student reading achievement. The findings were not conclusive about the abilities of students in this age group to accurately assess their own reading self-efficacy and achievement capabilities.
Recommended Citation
Hager, Jennifer L., "The Relationship of Reading Self-Efficacy and Reading Achievement in Second Grade Students" (2017). Graduate Student Theses, Dissertations, & Professional Papers. 11062.
https://scholarworks.umt.edu/etd/11062
© Copyright 2017 Jennifer L. Hager