Children’s Academic Self-efficacy in Reading and Reading Development : From Theory to Practice
Peura, P., Aro, T., Räikkönen, E., Viholainen, H., & Aro, M. (2022). Children’s Academic Self-efficacy in Reading and Reading Development : From Theory to Practice. In M. S. Khine, & T. Nielsen (Eds.), Academic Self-efficacy in Education : Nature, Assessment, and Research (pp. 131-147). Springer. https://doi.org/10.1007/978-981-16-8240-7_8
Päivämäärä
2022Tekijänoikeudet
© 2022 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
Self-efficacy has been found to be an important predictor of various learning-related outcomes. In this chapter, we focus on the role of academic self-efficacy in the context of reading among school-aged children. We first discuss measurement of reading self-efficacy both theoretically and in the light of recent empirical findings. We then turn on reviewing how reading self-efficacy contributes to reading achievement and development and focus on the variations in this relationship. Recent findings on how reading self-efficacy changes and develops over time as well as the varying role of the four theorized sources of self-efficacy in this development are being discussed. Finally, we look more closely on how reading self-efficacy can be intervened as a part of reading support by explicitly targeting the four sources of self-efficacy. The chapter concludes with suggestions for future research on children’s academic self-efficacy in reading. Increased understanding of the individual processes in reading self-efficacy development seems to be needed to better address the needs of different groups of students with differentiated instruction.
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SpringerEmojulkaisun ISBN
978-981-16-8239-1Kuuluu julkaisuun
Academic Self-efficacy in Education : Nature, Assessment, and ResearchAsiasanat
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https://converis.jyu.fi/converis/portal/detail/Publication/104573828
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