dc.contributor.author | Solheim, Oddny Judith | |
dc.date.accessioned | 2014-01-24T15:01:53Z | |
dc.date.available | 2014-01-24T15:01:53Z | |
dc.date.issued | 2011-02 | |
dc.identifier.citation | Solheim, O.J. (2011) The Impact of Reading Self-Efficacy and Task Value on Reading Comprehension Scores in Different Item Formats. Reading Psychology , 32(1), pp. 1-27 | no_NO |
dc.identifier.uri | http://hdl.handle.net/11250/185940 | |
dc.description | This is an electronic version of an article published as Solheim, O.J. (2011) The Impact of Reading Self-Efficacy and Task Value on Reading Comprehension Scores in Different Item Formats. Reading Psychology , 32(1), pp. 1-27. The article is available at http://www.tandfonline.com/doi/abs/10.1080/02702710903256601#.UuJ9frSUlaQ. | no_NO |
dc.description.abstract | It has been hypothesized that students with low self-efficacy will struggle with complex reading tasks in assessment situations. In this study we examined whether perceived reading self-efficacy and reading task value uniquely predicted reading comprehension scores in two different item formats in a sample of fifth-grade students. Results showed that, after controlling for variance associated with word reading ability, listening comprehension, and nonverbal ability through hierarchical multiple regression analysis, reading self-efficacy was a significant positive predictor of reading comprehension scores. For students with low self-efficacy in reading, reading self-efficacy was a significant positive predictor of multiple-choice comprehension scores but not of constructed-response comprehension scores. For students with high self-efficacy in reading, reading self-efficacy did not account for additional variance in either item format. The implication that the multiple-choice format magnifies the impact of self-efficacy in assessments of reading comprehension is discussed. | no_NO |
dc.language.iso | eng | no_NO |
dc.publisher | Taylor & Francis | no_NO |
dc.subject | literacy | no_NO |
dc.subject | reading | no_NO |
dc.subject | reading self-efficacy | no_NO |
dc.title | The impact of reading self-efficacy and task value on reading comprehension scores in different item formats | no_NO |
dc.type | Journal article | no_NO |
dc.type | Peer reviewed | no_NO |
dc.subject.nsi | VDP::Humanities: 000::Literary disciplines: 040 | no_NO |
dc.source.pagenumber | 1-27 | no_NO |
dc.source.volume | 32 | no_NO |
dc.source.journal | Reading psychology | no_NO |
dc.source.issue | 1 | no_NO |
dc.identifier.doi | 10.1080/02702710903256601 | |