Untapped Potential? Nurturing Self-Efficacy in the Context of Peer-Led, Text-Based Discussion Groups

• In Event: 28.092 - Sheraton Roundtable Two - Osgoode Ballroom
  In Roundtable Session: 28.092-4 - Examining and Facilitating Student Self-Efficacy: Experiences of Marginalized Populations

Abstract

This embedded multiple case study explored the influence of peer-led, text-based discussion groups on the self-efficacy of marginalized readers in Grades 4-6. Marginalized readers often receive skills-based instruction yet also benefit from more student-centered approaches to instruction such as discussions. Qualitative findings suggest the seven marginalized readers who served as cases in this study benefited from peer-led, text-based discussion groups. Quantitative results suggest their self-reported self-efficacies improved from pretest to posttest. These results are even more striking when juxtaposed with participants whose initially higher self-efficacies slightly decreased on the posttest. This study suggests that this instructional context (i.e., peer-led, text-based discussion groups) has the potential to influence the self-efficacies of marginalized readers in a positive way.

Author

• Elena M. Venegas, University of Texas Rio Grande Valley