Mapping the Structure of Literacy Self-Efficacy: Multidimensional and Correlated Constructs in Reading and Writing

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 3
  In Roundtable Session: Exploring Literacy Self-Efficacy: From Student Motivation to Teacher Beliefs

Abstract

This study examined the structure and measurement invariance of reading and writing self-efficacy among 1,850 Chinese students in upper elementary and middle school. Confirmatory factor analyses supported a seven-factor model—three for reading (word recognition, comprehension, self-regulation) and four for writing (ideation, conventions, self-regulation, revision)—over unidimensional and two-factor alternatives. Moderate to strong latent correlations indicated distinct but related constructs. Measurement invariance was fully supported across gender and partially across grade levels, suggesting developmental variation. Students generally reported moderate to high self-efficacy, with slightly higher confidence in writing. Findings highlight the value of assessing literacy self-efficacy across domains and dimensions, and contribute to cross-cultural validation of academic motivation frameworks in non-Western contexts.

Authors

• Yucheng Cao, Middle Tennessee State University

• Tien Ping Hsiang, University of Macau

• Steve Graham, Arizona State University

• Changchun Lin, Chongqing Normal University