The Impact of Teacher Beliefs on Student Comprehension, Self-Efficacy, and Metacognitive Strategy Use (Poster 49)

• In Event: Thursday Poster Session 12:40 pm
  In Poster Session: Cognitive Processes, Pedagogical Strategies, and Cross-Cultural Insights in Education

Abstract

This post hoc study explores the impact of teacher beliefs on student performance in the Improving Reading Comprehension using Metacognitive Strategies (IRCMS) program. The program aimed to enhance reading comprehension through metacognitive strategies for 3rd to 5th-grade students, accompanied by teacher training and practice activities. The study examines the relationships between teacher beliefs, student self-efficacy, reading comprehension, and metacognitive strategy use. Findings reveal that transactional reading beliefs positively predict student comprehension gains and metacognitive strategy use. Teacher efficacy for teaching reading is crucial for changes in student self-efficacy, especially for IRCMS-trained teachers. Understanding teacher beliefs can influence effective literacy instruction and professional development, fostering educational equity.

Authors

• Willow Alston-Socha, North Carolina State University

• John L. Nietfeld, North Carolina State University