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 achieve-ment 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. People's beliefs about their abilities to exercise personal control of important events in their lives are thought to play a major role in motivating the self-regulation of cognitive performance and learning (see Bandura, 1986; Schunk,

Cites (18)

1. Untitled work
   1985 · Medical Entomology and Zoology
2. An attributional theory of achievement motivation and emotion
   Weiner, Bernard · 1985 · Psychological Review
3. Multiple regression in behavioral research
   Fred N. Kerlinger, Elazar J. Pedhazur · 1973 · Medical Entomology and Zoology
4. Self-Efficacy and Academic Motivation
   Schunk, Dale H. · 1991 · Educational Psychologist
5. A social cognitive view of self-regulated academic learning.
   Zimmerman, Barry J. · 1989 · Journal of Educational Psychology
6. Motivation to Learn: From Theory to Practice
   Deborah J. Stipek · 1992 · Medical Entomology and Zoology
7. Goals and Progress Feedback: Effects on Self-Efficacy and Writing Achievement
   Schunk, Dale H., Swartz, Carl W. · 1993 · Contemporary Educational Psychology
8. Self-efficacy and outcome expectancy mechanisms in reading and writing achievement.
   Duane F. Shell, Carolyn C. Murphy, Roger H. Bruning · 1989 · Journal of Educational Psychology
9. Children's reading strategies, metacognition, and motivation*1
   PARIS, S · 1986 · Developmental Review
10. Teaching and Assessing Writing
    Barbara C. Karcher, Edward M. White · 1986 · Teaching Sociology

Show all 18 references

Cited by (457)

1. Expectancy-value theory of achievement motivation
   Wigfield, Allan, Eccles, Jacquelynne S. · 2000 · Contemporary Educational Psychology
2. Self-Efficacy Beliefs in Academic Settings
   Pajares, Frank · 1996 · Review of Educational Research
3. Academic Self-Concept and Self-Efficacy: How Different Are They Really?
   Bong, Mimi, Skaalvik, Einar M. · 2003 · Educational Psychology Review
4. Development of Achievement Motivation
   Wigfield, Allan, Eccles, Jacquelynne S., Schiefele, Ulrich, Roeser, Robert W., Davis‐Kean, Pamela · 2007 · Handbook of Child Psychology
5. The development of academic self-efficacy
   Schunk, Dale H., Pajares, Frank · 2002 · Development of Achievement Motivation

See all 457

Related (10)

1. Self-efficacy beliefs for reading and writing: effects of grade level and achievement level
   Barbara Arfé, Bianca De Bernardi, Francesca Poeta · 2007
2. Development of Self-Efficacy and Outcome Expectancy for Reading and Writing: A Regression and Causal Modeling Approach
   Edrs Price, Mf/pc Plus Postage, Roger Bruning, Duane F. Shell, Carolyn C. Murphy
3. PUB TYPE Reports- Research/Technical (143) Speeches/Conference Papers (150)
   Aspects Of Reading, Writing Performance, Edrs Price, Mf/pco Plus Postage
4. Self-efficacy and outcome expectancy mechanisms in reading and writing achievement.
   Duane F. Shell, Carolyn C. Murphy, Roger H. Bruning · 1989 · Journal of Educational Psychology
5. Effects of Cognitive Development Level on the Relationships between Self-Efficacy, Causal Attribution, and Outcome Expectancy and Performance in Reading and Writing.
   Christy A. Horn · 1988

See all