Patterns of self-efficacy among college students in developmental reading

Susan Chambers Cantrell, Pamela Correll, Jane Clouse, Kimberly Creech, Sharon Bridges, Danielle Owens

Research output: Contribution to journalArticlepeer-review

12 Scopus citations


In this study, we investigated the self-efficacy beliefs and sources of self-efficacy among first-year college students placed in developmental reading courses. Students enrolled in developmental reading were compared to students who were not placed in developmental reading courses in terms of self-efficacy in various contexts and sources of self-efficacy. Results indicated that students in developmental reading courses had significantly lower levels of self-efficacy in academic and personal contexts than students in credit-bearing English courses. Differences for sources of self-efficacy were not statistically significant between groups when we controlled for sex and ethnicity. Students in both groups reported mastery experiences as most influential on reading self-confidence.

Original languageEnglish
Pages (from-to)8-34
Number of pages27
JournalJournal of College Reading and Learning
Issue number1
StatePublished - 2013

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Linguistics and Language


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