Self-Efficacy in Reading and Language Arts Instructional Practices: A Study of Relationships

• In Event: Marriott Roundtable Session 20
  In Roundtable Session: Critical Issues in Literacy Research Roundtable 2

Abstract

This descriptive study investigates the relationships between middle grades students' (N=210) self-efficacy in reading and their perceptions of language arts classroom instructional practices. Results indicate significant positive relationships between student self-efficacy and student perceptions of instructional strategies such as collaborative discussion and graphic organizers as supportive of their needs for competence and autonomy, as well as their intrinsic motivation. This study indicates the importance of considering students’ baseline self-efficacy when selecting instructional practices for the language arts classroom.

Author

• Sarah E. Pennington, Montana State University