Student Reading Self-Efficacy Development Through a Middle School Reading Tutoring Program (Poster 37)

• In Event: Saturday Poster Session 3:05 pm
  In Poster Session: Literacy and Mathematics Instruction

Abstract

The increased attention on student learning and literacy has corresponded with greater interest in understanding and supporting students’ “non-cognitive” skills and factors. Self-efficacy is an important construct associated with academic outcomes and achievement (Bandura, 1986; Champan & Tumner, 1997), and best explored through domain-specific measures related to academic self-efficacy. These perceptions inform how students respond to academic tasks and situations and student perceptions of academic task difficulty or ease (Melnick et al., 2009; Pajares, 2005). In this study, struggling middle school students’ perceptions of themselves as readers (reading self-efficacy) will be examined after participation in a semester-long reading tutoring program. Results are examined to inform program implementation and compared to findings from comparable study populations.

Author

• Nathan Storey, Johns Hopkins University