Analysis of Developmental Changes on Reading Self-efficacy through Compulsory Secondary Education

Abstract

This study analyzes changes on students ‘reading self-efficacy beliefs through the compulsory Secondary Education from a developmental perspective. Sample comprised 492 students from 1st to 4th Secondary Grades (from 12 to 16 years old), belonged to four public schools and four semi-private schools of León (283 males and 209 females). After the application of the Reading Self-efficacy Scale and the subsequent analysis, results suggested statistically significant differences in the developmental pattern of reading self-efficacy across the 1st to 4th grades of compulsory Secondary Education, specifically, in the global reading self-efficacy and the subscale of decoding and fluency reading self-efficacy. They showed an increase in reading self-efficacy along the grades. However, we did not find changes in the other reading self-efficacy subscales, reading self-efficacy in relation to the construction of the text model and the situation model of reading. Educational implications, limitations and future lines of research of this study are discussed.