A3 Book section, Chapters in research books
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 authors or editors


Publication details

All authors or editors: Peura, Pilvi; Aro, Tuija; Räikkönen, Eija; Viholainen, Helena; Aro, Mikko

Parent publication: Academic Self-efficacy in Education : Nature, Assessment, and Research

Parent publication editors: Khine, Myint Swe; Nielsen, Tine

ISBN: 978-981-16-8239-1

eISBN: 978-981-16-8240-7

Publication year: 2022

Pages range: 131-147

Number of pages in the book: 258

Publisher: Springer

Place of Publication: Singapore

Publication country: Singapore

Publication language: English

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

Publication open access: Not open

Publication channel open access:

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/83959


Abstract

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.


Keywords: children (age groups); language development; reading; self-efficacy; longitudinal research

Free keywords: self-efficacy; sources of self-efficacy; reading fluency; primary school; longitudinal; person-centered approach


Contributing organizations


Ministry reporting: Yes

Reporting Year: 2022

Preliminary JUFO rating: 2


Last updated on 2022-17-11 at 08:11