Reading self-efficacy in elementary-age students

Abstract

Reading self-efficacy can have a significant impact on school achievement. Through self-efficacy awareness, school psychologists and other school professionals will be able to identify certain populations that are at risk for low reading self-efficacy and therefore, more at risk for having reading problems. The current study was conducted to examine differences in reading self-efficacy beliefs between males and females and third and fifth grade students. Results indicated that male and female students did not differ in their perceptions of their own reading abilities and that third grade students reported significantly higher perceived reading self-efficacy scores than fifth grade students. Given these findings, increased self-efficacy awareness is warranted in order for schools to better meet the unique needs of each gender and grade level. This information can help schools target populations for prevention and intervention efforts in order to improve students' academic outcomes and later life successes.