Students' self-perception of reading ability, enjoyment of reading and reading achievement

• Published in: Learning and individual differences Vol. 22; no. 2; pp. 202 - 206
• Main Authors: Smith, Jeffrey K., Smith, Lisa F., Gilmore, Alison, Jameson, Madgerie
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01-04-2012; Elsevier
• Subjects: Assessment; Attitude Change; Childhood Attitudes; Children; Correlation; Educational Assessment; Foreign Countries; Gender Differences; Literature Appreciation; National Programs; New Zealand; Predictor Variables; Reading Ability; Reading Achievement; Reading Attitudes; Reading enjoyment; Self Efficacy; Student Attitudes; Teaching Methods; New Zealand; Reading achievement; Reading enjoyment; Self-efficacy; Assessment
• ISSN: 1041-6080; 1873-3425
• DOI: 10.1016/j.lindif.2011.04.010

Using data from New Zealand's National Education Monitoring Project, a light sampling, low stakes performance based national school assessment program, reading self-efficacy, reading enjoyment, and reading achievement were examined in samples of 8 and 12year old children. Sample sizes were n=480 for each group. While reading achievement increased substantially in going from age 8 to age 12, reading enjoyment and reading self-efficacy declined. Girls outperformed boys in reading achievement and showed higher levels of reading enjoyment; differences in self-efficacy by gender were minimal. Results are discussed in terms of previous research and implications for instructional practice.
► Relationships among reading ability, reading enjoyment, and reading self-efficacy are examined. ► Reading ability increases from age 8 to age 12, but reading enjoyment and self-efficacy decline. ► The relationship between reading self-efficacy and reading ability is low at age 8, and moderate at age 12. ► Socio-economic status is related to reading ability, but not reading enjoyment or self-efficacy.