Calibration of reading self-efficacy beliefs of students with reading disabilities

Abstract

A study was conducted to measure self-efficacy calibration, or accuracy of performance beliefs, in reading by high school students with reading disabilities. This study examined participant's reading metacognitive skills, reading self-concept, reading comprehension, and reading self-efficacy. Fifty-two participants were placed into a group of students with reading disabilities and a comparison group of normal achieving students. These students completed all measures and group results were compared to determine the degree of calibration, metacognitive abilities, and self-concept of students with reading disabilities as compared to normal achieving students. Results of the study found that students with reading disabilities did not significantly overestimate their abilities in reading as compared to non-disabled students. Reading comprehension was the only variable to significantly account for the variance in self-efficacy miscalibration.

Date of Award	2007
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	James Michael Havey (Supervisor)