Student and Teacher Self-Efficacy and the Connection to Reading and Writing.

Teacher self-efficacy (SLSEQ-TV), student self-efficacy (SLSEQ) and their relationship to student ability was examined.  The participants (students, n= 122 ; teachers, n = 6) completed the Woodcock-Johnson Tests of Achievement - III and a series of questionnaires.  The teachers' perceptions of the students' self-efficacy was significantly correlated with the students' abilities.  However, SLSEQ  was not correlated with their performance and the SLSEQ-TV was the same as the SLSEQ and there was no correlation between the two variables.  Finally, the SLSEQ-TV was significantly correlated with their perception of the students' self-efficacy, but was not significantly correlated with SLSEQ and the students' abilities. Keywords: self-efficacy, reading, writing, elementary

[1]  M. Margalit,et al.  Comparisons of Self–Efficacy, Mood, Effort, and Hope between Students with Learning Disabilities and Their Non–LD–Matched Peers , 2006 .

[2]  A. Bandura.  Self-efficacy: toward a unifying theory of behavioral change. , 1977, Psychological review.

[3]  J. Chapman.  Cognitive-motivational characteristics and academic achievement of learning disabled children: A longitudinal study. , 1988 .

[4]  Trevor J. Gambell,et al.  Rethinking Gender Differences in Literacy. , 1999 .

[5]  K. McGrew,et al.  Woodcock-Johnson tests of achievement. , 2009 .

[6]  E. M. Alghazo,et al.  Special education teachers' perceptions of factors influencing their instructional practices , 2006, International journal of rehabilitation research. Internationale Zeitschrift fur Rehabilitationsforschung. Revue internationale de recherches de readaptation.

[7]  H. Timperley,et al.  Changing and sustaining teachers’ expectations through professional development in literacy , 2003 .

[8]  L. Soodak,et al.  Teacher efficacy: Toward the understanding of a multi-faceted construct. , 1996 .

[9]  Megan Tschannen-Moran,et al.  Teacher efficacy: capturing an elusive construct , 2001 .

[10]  Anthony W. Lorsbach,et al.  Writing Self-Efficacy in Young Children: Issues for the Early Grades Environment , 2005 .

[11]  Ellen L. Usher,et al.  Sources of academic and self-regulatory efficacy beliefs of entering middle school students , 2006 .

[12]  A. W. Hoy,et al.  Collective Teacher Efficacy: Its Meaning, Measure, and Impact on Student Achievement , 2000 .

[13]  Fotini Polychroni,et al.  Academic self‐concept, reading attitudes and approaches to learning of children with dyslexia: do they differ from their peers? , 2006 .

[14]  S. Gibb,et al.  Gender Differences in Educational Achievement to Age 25 , 2008 .

[15]  Anthony W. Lorsbach,et al.  INTRODUCTION: MOTIVATION AND SELF-EFFICACY BELIEF , 2003 .

[16]  Karl F. Wheatley.  The case for reconceptualizing teacher efficacy research , 2005 .

[17]  A. Woolfolk.  Readings in Educational Psychology. Second Edition. , 1998 .

[18]  Duane F. Shell,et al.  Self-efficacy, attribution, and outcome expectancy mechanisms in reading and writing achievement: Grade-level and achievement-level differences. , 1995 .

[19]  J. Teasdale.  Self-efficacy: Toward a unifying theory of behavioural change? , 1978 .

[20]  D. Schunk.  SELF-EFFICACY FOR READING AND WRITING: INFLUENCE OF MODELING, GOAL SETTING, AND SELF-EVALUATION , 2003 .

[21]  Teacher Efficacy, Supervision, and the Special Education Resource-Room Teacher , 1997 .

[22]  D. Schunk,et al.  Influence of Reading-Comprehension Strategy Information on Children's Achievement Outcomes , 1992 .

[23]  Anita Woolfolk Hoy,et al.  Changes in teacher efficacy during the early years of teaching: A comparison of four measures , 2005 .