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Children’s Academic Self-efficacy in Reading and Reading Development—From Theory to Practice

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Academic Self-efficacy in Education

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Abstract

Self-efficacy has been found to be an important predictor of various learning-related outcomes. In this chapter, we focus on the role of academic self-efficacy in the context of reading among school-aged children. We first discuss measurement of reading self-efficacy both theoretically and in the light of recent empirical findings. We then turn on reviewing how reading self-efficacy contributes to reading achievement and development and focus on the variations in this relationship. Recent findings on how reading self-efficacy changes and develops over time as well as the varying role of the four theorized sources of self-efficacy in this development are being discussed. Finally, we look more closely on how reading self-efficacy can be intervened as a part of reading support by explicitly targeting the four sources of self-efficacy. The chapter concludes with suggestions for future research on children’s academic self-efficacy in reading. Increased understanding of the individual processes in reading self-efficacy development seems to be needed to better address the needs of different groups of students with differentiated instruction.

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Authors and Affiliations

  1. University of Jyväskylä, Jyväskylä, Finland

    Pilvi Peura, Tuija Aro, Eija Räikkönen, Helena Viholainen & Mikko Aro

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  1. Pilvi Peura
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  2. Tuija Aro
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  3. Eija Räikkönen
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  4. Helena Viholainen
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  5. Mikko Aro
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Correspondence to Pilvi Peura .

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Editors and Affiliations

  1. Curtin University, Perth, WA, Australia

    Myint Swe Khine

  2. Department of Applied Research in Education and Social Science, UCL University College, Odense, Denmark

    Tine Nielsen

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Peura, P., Aro, T., Räikkönen, E., Viholainen, H., Aro, M. (2022). Children’s Academic Self-efficacy in Reading and Reading Development—From Theory to Practice. In: Khine, M.S., Nielsen, T. (eds) Academic Self-efficacy in Education. Springer, Singapore. https://doi.org/10.1007/978-981-16-8240-7_8

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  • DOI: https://doi.org/10.1007/978-981-16-8240-7_8

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