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Children’s Academic Self-efficacy in Reading and Reading Development : From Theory to Practice (2022)


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


JYU-tekijät tai -toimittajat


Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajatPeura, Pilvi; Aro, Tuija; Räikkönen, Eija; Viholainen, Helena; Aro, Mikko

EmojulkaisuAcademic Self-efficacy in Education : Nature, Assessment, and Research

Emojulkaisun toimittajatKhine, Myint Swe; Nielsen, Tine

ISBN978-981-16-8239-1

eISBN978-981-16-8240-7

Julkaisuvuosi2022

Artikkelin sivunumerot131-147

Kirjan kokonaissivumäärä258

KustantajaSpringer

KustannuspaikkaSingapore

JulkaisumaaSingapore

Julkaisun kielienglanti

DOIhttps://doi.org/10.1007/978-981-16-8240-7_8

Julkaisun avoin saatavuusEi avoin

Julkaisukanavan avoin saatavuus

Julkaisu on rinnakkaistallennettu (JYX)https://jyx.jyu.fi/handle/123456789/83959


Tiivistelmä

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.


YSO-asiasanatlapset (ikäryhmät)kielellinen kehityslukeminenminäpystyvyyspitkittäistutkimus

Vapaat asiasanatself-efficacy; sources of self-efficacy; reading fluency; primary school; longitudinal; person-centered approach


Liittyvät organisaatiot


OKM-raportointiKyllä

Raportointivuosi2022

JUFO-taso2


Viimeisin päivitys 2024-25-03 klo 10:16