The impact of reading self-efficacy and task value on reading comprehension scores in different item formats
Journal article, Peer reviewed
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OriginalversjonSolheim, 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 10.1080/02702710903256601
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.
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.