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Journal of College Reading and Learning

Volume 44, 2013 - Issue 1
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Original Articles

Patterns of Self-Efficacy among College Students in Developmental Reading

Susan Chambers CantrellCorrespondencesusan.cantrell@uky.edu
View further author information
,
Pamela CorrellView further author information
,
Jane ClouseView further author information
,
Kimberly CreechView further author information
,
Sharon BridgesView further author information
&
Danielle OwensView further author information
Pages 8-34
Published online: 07 Jul 2014
 
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Original Articles

Patterns of Self-Efficacy among College Students in Developmental Reading

Abstract

In this study, we investigated the self-efficacy beliefs and sources of self-efficacy among first-year college students placed in developmental reading courses. Students enrolled in developmental reading were compared to students who were not placed in developmental reading courses in terms of self-efficacy in various contexts and sources of self-efficacy. Results indicated that students in developmental reading courses had significantly lower levels of self-efficacy in academic and personal contexts than students in credit-bearing English courses. Differences for sources of self-efficacy were not statistically significant between groups when we controlled for sex and ethnicity. Students in both groups reported mastery experiences as most influential on reading self-confidence.

Additional information

Notes on contributors

Susan Chambers Cantrell

Susan Chambers Cantrell, Ed.D., is an Associate Professor of Literacy Education in the Department of Curriculum and Instruction at the University of Kentucky and Director of Research for the Collaborative Center for Literacy Development. Her research focuses on reading comprehension and motivation within classroom contexts.

Pamela Correll

Pamela Correll, M.A., is a full-time doctoral student in literacy at the University of Kentucky and a research assistant at the Collaborative Center for Literacy Development. Her research interests are English language learners' literacy development and instruction for struggling readers.

Jane Clouse

Jane Clouse, M.A., is a Lecturer in the Department of English and Theatre at Eastern Kentucky University and a doctoral candidate at the University of Kentucky. She teaches developmental reading courses. Her research emphasis is on educational policy and practice, with an additional focus on literacy curriculum and instruction.

Kimberly Creech

Kimberly Creech, M.A., is an Assistant Professor in the Department of English and Theatre at Eastern Kentucky University and doctoral candidate in literacy at the University of Kentucky: She teaches developmental reading and writing courses. Her research focuses on students who struggle with literacy skills and how teachers can improve literacy education.

Sharon Bridges

Sharon Bridges, M.A., is a reading interventionist for Fayette County Public Schools in Lexington, Kentucky. She was a graduate student in literacy education at the time of this study.

Danielle Owens

Danielle Owens, M.A., was a graduate student in literacy at the time of this study. She taught high school special education in central Kentucky for four years and currently teaches elementary special education in eastern Kentucky.

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