Student and teacher self-efficacy and the connection to reading and writing
AbstractTeacher self-efficacy (SLSEQ-TV), student self-efficacy (SLSEQ) and their relationship to student ability was examined. The participants (students, n= 122 ; teachers, n = 6) completed the Woodcock-Johnson Tests of Achievement - III and a series of questionnaires. The teachers' perceptions of the students' self-efficacy was significantly correlated with the students' abilities. However, SLSEQ was not correlated with their performance and the SLSEQ-TV was the same as the SLSEQ and there was no correlation between the two variables. Finally, the SLSEQ-TV was significantly correlated with their perception of the students' self-efficacy, but was not significantly correlated with SLSEQ and the students' abilities. Keywords: self-efficacy, reading, writing, elementary
How to Cite
Corkett, J., Hatt, B., & Benevides, T. (2011). Student and teacher self-efficacy and the connection to reading and writing. Canadian Journal of Education/Revue Canadienne De l’éducation, 34(1), 65–98. Retrieved from https://journals.sfu.ca/cje/index.php/cje-rce/article/view/355
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