Abstract
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 language | English |
|---|---|
| Pages (from-to) | 8-34 |
| Number of pages | 27 |
| Journal | Journal of College Reading and Learning |
| Volume | 44 |
| Issue number | 1 |
| DOIs | |
| State | Published - 2013 |
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
- Linguistics and Language