Reading self-efficacy and reading fluency development among primary school children: Does specificity of self-efficacy matter?

Pilvi Peura, Tuija Aro, Helena Viholainen, Eija Räikkönen, Ellen L. Usher, Riikka Sorvo, Mikko Aro

Research output: Contribution to journalArticlepeer-review

29 Scopus citations

Abstract

Efficacy beliefs relate to effort and persistence devoted to learning. Therefore, efficacy beliefs might be especially important in achieving skills that require persistent practice, such as fluent reading. Although reading self-efficacy has been positively linked to reading comprehension, less is known about its relationship to reading fluency. The relationship between reading self-efficacy studied at three specificity levels and reading fluency development was examined among Finnish primary school students (N = 1327). The results showed that self-efficacy related positively to reading fluency and its development. The association was dependent on the specificity of the self-efficacy measure. Specific and intermediate self-efficacy were positively related to fluency, whereas general self-efficacy was not. Intermediate self-efficacy predicted fluency development. Findings indicate the need to identify and address low reading self-efficacy among children as young as Grade 2, as self-efficacy corresponds to the reading skills being learned.

Original languageEnglish
Pages (from-to)67-78
Number of pages12
JournalLearning and Individual Differences
Volume73
DOIs
StatePublished - Jul 2019

Bibliographical note

Publisher Copyright:
© 2019 Elsevier Inc.

ASJC Scopus subject areas

  • Social Psychology
  • Education
  • Developmental and Educational Psychology

Fingerprint

Dive into the research topics of 'Reading self-efficacy and reading fluency development among primary school children: Does specificity of self-efficacy matter?'. Together they form a unique fingerprint.

Cite this