The Impact of Reading Self-Efficacy and Task Value on Reading Comprehension Scores in Different Item Formats
Year: 2011
Type: article
Study design: Observational Study
Abstract: It has been hypothesized that students with low self-efficacy will struggle with complex reading tasks in assessment situations. In this study we examined whether perceived reading self-efficacy and reading task value uniquely predicted reading comprehension scores in two different item formats in a sample of fifth-grade students. Results showed that, after controlling for variance associated with word reading ability, listening comprehension, and nonverbal ability through hierarchical multiple regression analysis, reading self-efficacy was a significant positive predictor of reading comprehension scores. For students with low self-efficacy in reading, reading self-efficacy was a significant positive predictor of multiple-choice comprehension scores but not of constructed-response comprehension scores. For students with high self-efficacy in reading, reading self-efficacy did not account for additional variance in either item format. The implication that the multiple-choice format magnifies the impact of self-efficacy in assessments of reading comprehension is discussed.
Source: Reading Psychology
Author: Oddny Judith Solheim
Institution: University of Stavanger
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2138587974