Self-efficacy as an outcome of an integrated reading/anxiety intervention
Date
2024
DOI
Authors
Newman, Kathryn
Version
OA Version
Citation
Abstract
This three-part mixed methods study uses a parallel-databases convergent design to explore self-efficacy as an outcome of an integrated reading and anxiety intervention. Study 1 presents a qualitative analysis of teacher perspectives on effective components of the intervention, with particular attention to teacher and student self-efficacy. Study 2 is a psychometric evaluation of a brief instrument measuring the sources of reading self-efficacy in children. Study 3 employs the revised reading self-efficacy scale to collect data before and after students complete one year of the integrated intervention. Qualitative and quantitative data were analyzed together for a more complete understanding of intervention effects on reading self-efficacy. Results contribute to discussion on the self-efficacy of struggling readers.