Motivational Dynamics Over the Different Sections of a First-Grade Literacy Test

• In Event: AERA Poster Session 7
  In Poster Session: Classroom Assessment Trends in the United States and Internationally (San Diego)

Abstract

When learning to read and write, interest and self-efficacy groundbreakingly influence students’ performance. Valid literacy tests should therefore support students’ interest and self-efficacy during assessment. The present study examines situational interest, self-efficacy, continued interest and performance over 4 sections of a literacy test (N=424). Before and after each section, situational interest and self-efficacy were self-reported - in addition to willingness to undertake similar tasks again (continued interest). Even if the patterns varied, the cross-lagged reciprocal effects models (SEM) revealed situational interest as generally the strongest predictor for self-efficacy and task performance. Continued interest was supported by post- self-efficacy and situational interest for reading and spelling, however not for vocabulary. Implications for test design and early literacy instruction are discussed.

Authors

• Per Henning Uppstad, University of Stavanger

• Bente Rigmor Walgermo, Uniersity of Stavanger, National centre for reading research and education

• Njål Foldnes, BI Norwegian Business School