Student and teacher self-efficacy and the connection to reading and writing

Authors

  • Julie Corkett Nipissing University
  • Blaine Hatt Nipissing University
  • Tina Benevides Nipissing University

Abstract

Teacher 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

Published

2011-04-04

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

Issue

Section

Articles