Self-efficacy, attribution, and outcome expectancy mechanisms in reading and writing achievement: Grade-level and achievement-level differences.

Abstract

This study examined grade-and achievement-level differences in 4th-, 7th-, and lOth-grade students' control-related beliefs and relations between students' beliefs and their reading and writing achievement. MANOVA results indicated grade-and achievement-level differences in self-efficacy, causal attribution, and outcome expectancy beliefs but no interaction between grade and achievement level. Canonical correlations identified a single dimension linking students' beliefs to achievement in both reading and writing. Quadratic relations to achievement were found for outcome expectancy and intelligence attributions. As grade increased, beliefs for reading were more highly related to comprehension skill relative to component skills, whereas beliefs for writing were more highly related to component skills relative to communication skills. At all achievement levels, a similar pattern of beliefs was related to achievement.

Students’ Specific Comprehension Skills in English Based on School Locations, Grades, and Gender

“…In terms of grades, it is logical that those who are from higher grades would likely to have higher achievements, that is the higher the grade-level of students, the better their comprehension achievement will be (read Shell, Bruning & Colvin, 1995;Rafhael & Au, 2005;Shanahan, 1984;Shanahan & Lomax, 1986). Although in Indonesia, school students are commonly grouped based on their age not on their ability, exposure to English and learning experience that students have received may have an impact on their academic development.…”

Grammar Efficacy and Grammar Performance: An Exploratory Study on Arabic Learners

“…However, many of these studies have concentrated on looking at grammar efficacy indirectly as part of writing efficacy (Collins & Bissell, 2002;Pajares & Johnson, 1994;Shell et al, 1995). Only one study by Collins and Bissell (2004) has mainly centred on grammar efficacy where they examined self-efficacy among community college students in their learning of grammar in an introductory media writing course.…”

Asian-Focused ELT Research and Practice Voices from the Far Edge

“…Self-efficacy is among the most notable motivational constructs educational psychologists have been examining (Lane, Lane, & Kyprianou, 2004;Pajares & Valiante, 1999;Shell, Colvin, & Bruning, 1995). Recently, researchers have investigated how self-efficacy is related to goal orientation, another notable motivational construct (Liem, Lau, & Nie, 2007;Phan, 2009Phan, , 2010.…”