Self-Efficacy, Affect, and Avoidance on Upper-Elementary Word Reading and Spelling

• In Event: Integrative and Disciplinary Approaches in Elementary Literacy

Abstract

This study developed and validated a questionnaire assessing upper-elementary students’ self-efficacy, affect, and avoidance in reading/spelling multisyllabic words. Participants included 395 students from rural Title I schools. Exploratory Factor Analysis identified four factors: processes/strategies, affect, self-regulation, and avoidance, explaining 64.2% of variance. Factors correlated meaningfully with reading achievement, and differences emerged between low and average performers in self-efficacy and avoidance. Findings support the questionnaire’s reliability/validity, offering practical tools for educators to address students’ motivational needs.

Authors

• ZOI A. TRAGA PHILIPPAKOS, UNIVERSITY OF TENNESSEE KNOXVILLE

• Margaret Quinn, Texas A&M University