Patterns of Self-Efficacy Among College Students in Developmental Reading

• In Event: Poster Session 14
  In Poster Session: Poster Session: Motivation

Abstract

This study investigates the reading self-efficacy beliefs and sources of self-efficacy among college freshmen placed in developmental reading courses. Development reading students’ self-efficacy in various contexts and sources of self efficacy were compared to students in credit-bearing freshman English courses. Results indicated that students in developmental reading courses possessed lower levels of self-efficacy in academic and personal contexts and had lower levels of self-efficacy related to reading skills and strategies. Students in developmental reading courses experienced higher levels of physiological and emotional arousal related to reading tasks. Students in both groups reported mastery experiences as most influential on reading self-confidence.

Authors

• Susan Chambers Cantrell, University of Kentucky

• Sharon Bridges, University of Kentucky

• Pamela Jane Clouse, Eastern Kentucky University

• Pam Correll, University of Kentucky

• Kim Creech, University of Kentucky

• Danielle Owens, University of Kentucky