Abstract

Although critical importance is placed on literacy in schools throughout the United States, there are still a rising number of students struggling to meet the average reading proficiency level. The present study sought to examine self-efficacy as a factor in reading outcomes, specifically looking at the relationship between parents’ and students’ self-efficacy in relation to literacy across grades Kindergarten through third. Analysis of the data revealed no statistical relationship between the correlation of parent and child self-efficacy; however, significance was found between child-survey subset “physiological state” and total parental self-efficacy score. The present study also examined the change in development of self-efficacy over time, and while no statistical significance was found, general trends were identified within the context of grade-level. The findings of this study suggest a need for further research regarding student and parent self-efficacy in all academic-content areas, especially in literacy.

Advisor

Thelamour, Barbara

Department

Education; Psychology

Disciplines

Other Psychology

Publication Date

2014

Degree Granted

Bachelor of Arts

Document Type

Senior Independent Study Thesis

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© Copyright 2014 Catherine E. Herst