title: Reading Self-Efficacy Predicts Word Reading But Not Comprehension in Both Girls and Boys.
abstract: The relationship between cognitive skills and reading has been well-established. However, the role of motivational factors such as self-efficacy in reading progress is less clear. In particular, it is not clear how self-efficacy relates to word level reading versus comprehension, and whether this differs in boys and girls. This study examines the relationship between self-efficacy, word reading and reading comprehension across the range of reading abilities after controlling for reading-related cognitive factors. One hundred and seventy nine children (86 males and 93 females) between 8 and 11 years old completed a self-report measure of reading self-efficacy together with measures of reading comprehension and word reading, working memory, auditory short-term memory, phonological awareness, and vocabulary. Boys and girls showed similar levels of attainment and reading self-efficacy. Reading self-efficacy was associated with word reading, but not with reading comprehension in either boys or girls. It is argued that this may reflect important differences between reading self-efficacy and more general measures of reading motivation and engagement. Reading self-efficacy is an element of reading motivation that is closely associated with a child's perceived attainments in reading and is less susceptible to the gender differences seen in broader measures.
authors.affiliation: Centre for Research in Psychology, Behaviour and Achievement, Faculty of Health and Life Sciences, Coventry University Coventry, UK.
authors.forename: Julia M
authors.initials: JM
authors.lastname: Carroll
authors.affiliation: Department of Psychology, The University of Warwick Coventry, UK.
authors.forename: Amy C
authors.initials: AC
authors.lastname: Fox
keywords: decoding; reading comprehension; reading development; reading motivation; self efficacy