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
Recommended Citation
Herst, Catherine E., "The Relationship Between Literacy Self-Efficacy of Parents and Children in Kindergarten through Third Grade" (2014). Senior Independent Study Theses. Paper 5758.
https://openworks.wooster.edu/independentstudy/5758
Disciplines
Other Psychology
Keywords
self-efficacy, literacy, education, parent, student
Publication Date
2014
Degree Granted
Bachelor of Arts
Document Type
Senior Independent Study Thesis
© Copyright 2014 Catherine E. Herst