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Development and Validation of a Reading Self-Efficacy Scale

Year 2022, Volume: 9 Issue: 1, 203 - 219, 10.03.2022

Gülten Koşar , Yunus Emre Akbana , Levent Yakar

https://doi.org/10.21449/ijate.894688
Cited By: 4

Abstract

Reading self-efficacy performs a fundamental role in gaining academic achievement in college education. Review of the related literature unveils that it needs to be enriched by conducting further research on college students’ reading self-efficacy. The paucity of investigations into college students’ reading self-efficacy could have a connection with the lack of a comprehensive reading self-efficacy scale targeting exclusively measuring it. For this reason, this study aims at developing and validating a reading self-efficacy scale which could be used to measure college students’ reading self-efficacy. The data was collected from three distinct groups consisting of a total of 430 students of the departments of English language teaching and English language and literature studying at state universities in Turkey. The findings obtained from exploratory factor analysis revealed that the scale had a unidimensional structure and the ones provided by confirmatory factor analysis confirmed the structure of the scale. The developed and validated 16-item reading self-efficacy scale could prompt the university teachers of reading to undertake studies with an eye to examining their students’ reading self-efficacy.

Keywords

College students English language teaching Reading self-efficacy

References

  • Afflerbach, P., & Cho, B.Y. (2010). Determining and describing reading strategies: Internet and traditional forms of reading. In H.S. Waters & W. Schneider (Eds.), Metacognition, strategy use, and instruction (pp. 201–225). Guilford.
  • Ahmadian, M., & Pasand, P.G. (2017). Efl learners' use of online metacognitive reading strategies and its relation to their self-efficacy in reading. Reading Matrix: An International Online Journal, 17(2), 117–132. http://mail.readingmatrix.com/files/17-097to04m.pdf
  • Bağcı, H. (2019). An investigation of Turkish language and Turkish language and literature teacher candidates’ critical reading self-efficacy (The case of Mehmet Akif Ersoy University). Advances in Language and Literary Studies, 10(4), 14–20. http://dx.doi.org/10.7575/aiac.alls.v.10n.4p.14
  • Barber, A.T., Buehl, M.M., Kidd, J.K., Sturtevant, E.G., Nuland, L.R., & Beck, J. (2015). Reading engagement in social studies: Exploring the role of a social studies literacy intervention on reading comprehension, reading self-efficacy, and engagement in middle school students with different language backgrounds. Reading Psychology, 36(1), 31–85. https://doi.org/10.1080/02702711.2013.815140
  • Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
  • Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares, & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307–337). Information Age Publishing.
  • Barkley, J.M. (2006). Reading education: is self-efficacy important? Reading Improvement, 43(4), 194–211. https://eric.ed.gov/?id=EJ765527
  • Blachowicz, C., & Ogle, D. (2008). Reading comprehension: Strategies for independent learners. The Guilford Press.
  • Boakye, N.A.N.Y. (2015). The relationship between self-efficacy and reading proficiency of first-year students: An exploratory study. Reading & Writing: Journal of the Reading Association of South Africa, 6(1), 1–9. https://doi.org/10.4102/rw.v6i1.52
  • Browne. M.W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136–162). Sage.
  • Burrows, L. (2012). The effects of extensive reading and reading strategies on reading self-efficacy [Unpublished Doctoral dissertation, Temple University]. http://dx.doi.org/10.34944/dspace/868
  • Butterworth, J., & Thwaites, G. (2013). Thinking skills critical thinking and problem solving. Cambridge University Press.
  • Caprara, G.V., Fida, R., Vecchione, M., Del Bove, G., Vecchio, G.M., Barbaranelli, C., Bandura, A. (2008). Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement. Journal of Educational Psychology, 100(3), 525–534. https://doi.org/10.35569/biormatika.v6i02.773
  • Carroll, J.M., & Fox, A.C. (2017). Reading self-efficacy predicts word reading but not comprehension in both girls and boys. Frontiers in Psychology, 7, 2056. 1–9. https://doi.org/10.3389/fpsyg.2016.02056
  • Carter, C.E. (2011). Mindscapes: Critical reading skills and strategies. Cengage Learning.
  • Cho, E., Roberts, G.J., Capin, P., & Roberts, G. (2015). Cognitive attributes, attention, and self-efficacy of adequate and inadequate responders in a fourth grade reading intervention. Learning Disabilities Research & Practice, 30(4), 159–170. https://doi.org/10.1111/ldrp.12088
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2014). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları [Multivariate statistics for social sciences: SPSS and LISREL applications] (3rd ed.). Pegem Akademi.
  • Dallon, B., & Ratner, W. (2002). Reading between the lines: Improve your scores on English & social studies tests. Learning Express, LLC.
  • Duke, N.K., & Pearson, P.D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S.J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 205–242). International Reading Association.
  • Fabrigar, L.R., Wegener, D.T., MacCallum, R.C., & Strahan, E.J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272. https://doi.org/10.1037/1082-989X.4.3.272
  • Ferrara, S.L.N. (2007). Reading fluency and self‐efficacy: A case study. International Journal of Disability, Development and Education, 52(3), 215 231. https://doi.org/10.1080/10349120500252858
  • Forzani, E., Leu, D.J., Yujia Li, E., Rhoads, C., Guthrie, J.T., & McCoach, B. (2021). Characteristics and validity of an instrument for assessing motivations for online reading to learn. Reading Research Quarterly, 56(4), 1-20, https://doi.org/10.1002/rrq.337
  • Fung, D., & Macaro, E. (2019). Exploring the relationship between linguistic knowledge and strategy use in listening comprehension. Language Teaching Research. 1–25. https://doi.org/10.1177/1362168819868879
  • George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. (11.0 update) (4th ed.). Allyn & Bacon.
  • Ghonsooly, B., & Elahi, M. (2010). Learners' self-efficacy in reading and its relation to foreign language reading anxiety and reading achievement. Journal of English Language Teaching and Learning, 53(217), 45 67. https://www.sid.ir/FileServer/JE/1323201021703.pdf
  • Grabe, W., & Stoller, F. (2002). Teaching and researching reading. Pearson Education.
  • Grabe, W., & Stoller, F. L. (2019). Teaching and researching reading. Routledge.
  • Guthrie, J.T., & Taboada, A. (2005). Fostering the cognitive strategies of reading comprehension. In J.T. Guthrie, A. Wigfield, & K.C. Perencevich (Eds.), Motivating reading comprehension: Concept-oriented reading instruction (pp. 87–113). Lawrence Erlbaum Associates, Inc.
  • Guthrie, J.T., Wigfield, A., & VonSecker, C. (2000). Effects of integrated instruction on motivation and strategy use in reading. Journal of Educational Psychology, 92(2), 331–341. https://doi.org/10.1037/0022-0663.92.2.331
  • Graham, S., Woore, R., Porter, A., Courtney, L., & Savory, C. (2020). Navigating the challenges of L2 reading: Self‐efficacy, self‐regulatory reading strategies, and learner profiles. The Modern Language Journal, 104(4), 693 714. https://doi.org/10.1111/modl.12670
  • Gu, Y. (2019). Approaches to learning strategy instruction. In A. U. Chamot & V. Harris (Eds.), Learning strategy instruction in the language classroom: Issues and implementation (pp. 22–37). Multilingual Matters.
  • Hair, J.F., Anderson, R.E., Tatham, R.L., & Black, W.C. (2019). Multivariate data analysis (8th ed.). Prentice Hall, Inc.
  • Hedges, J.L., & Gable, R. (2016). The relationship of reading motivation and self-efficacy to reading achievement. K-12 Education, 31(1). https://scholarsarchive.jwu.edu/k12_ed/31
  • Hu, L.T., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
  • Jöreskog, K.G., & Sörbom, D. (2006). LISREL 8.8 for windows [Computer software]. Scientific Software International.
  • Kakaew, J., & Damnet, A. (2017). Learning strategies model to enhance Thai undergraduate students' self-efficacy beliefs in EIL textual reading performance. Advances in Language and Literary Studies, 8(6), 19–27. http://dx.doi.org/10.7575/aiac.alls.v.8n.6p.19
  • Karabay, A. (2013). Eleştirel okuma özyeterlik algı ölçeğinin geliştirilmesi [The development of critical reading self-efficacy perception scale]. Turkish Studies – International Periodical For The Languages, Literature, and History of Turkish and Turkic, 8(13), 1107–1122. http://dx.doi.org/10.7827/TurkishStudies.5389
  • Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge.
  • Kline, R.B. (2015). Principles and practice of structural equation modeling. Guilford publications.
  • Kula, S.S., & Budak, Y. (2020). Self-efficacy perceptions scale for reading comprehension of 4th grade students in primary school: Validity and reliability study. Bartın University Journal of Faculty of Education, 9(1), 106 120. ,http://dx.doi.org/10.14686/buefad.536885
  • Li, Y., & Wang, C. (2010). An empirical study of reading self-efficacy and the use of reading strategies in the Chinese EFL context. Asian EFL Journal, 12(2), 144–162. http://70.40.196.162/PDF/June-2010.pdf#page=144
  • Lorenzo-Seva, U., & Ferrando, P.J. (2006). FACTOR: A computer program to fit the exploratory factor analysis model. Behavioral Research Methods, Instruments and Computers, 38(1), 88-91. https://doi.org/10.3758/BF03192753
  • Macaro, E. (2019). Language learner strategies and individual differences. In A. U. Chamot & V. Harris (Eds.), Learning strategy instruction in the language classroom: Issues and implementation (pp. 68 80). Multilingual Matters. https://doi.org/10.21832/9781788923415-011
  • McGuinness, D. (2005). Language development and learning to read. The MIT Press.
  • McLean, S., & Poulshock, J. (2018). Increasing reading self-efficacy and reading amount in efl learners with word-targets. Reading in a Foreign Language, 30(1), 76–91. https://files.eric.ed.gov/fulltext/EJ1176293.pdf
  • Meniado, J.C. (2016). Metacognitive reading strategies, motivation, and reading comprehension performance of Saudi EFL students. English Language Teaching, 9(3), 117–129. http://dx.doi.org/10.5539/elt.v9n3p117
  • Mills, N., Pajares, F., & Herron, C. (2006). A reevaluation of the role of anxiety: Self‐efficacy, anxiety, and their relation to reading and listening proficiency. Foreign Language Annals, 39(2), 276–295. https://doi.org/10.1111/j.1944-9720.2006.tb02266.x
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Development and Validation of a Reading Self-Efficacy Scale

Year 2022, Volume: 9 Issue: 1, 203 - 219, 10.03.2022

Gülten Koşar , Yunus Emre Akbana , Levent Yakar

https://doi.org/10.21449/ijate.894688
Cited By: 4

Abstract

Reading self-efficacy performs a fundamental role in gaining academic achievement in college education. Review of the related literature unveils that it needs to be enriched by conducting further research on college students’ reading self-efficacy. The paucity of investigations into college students’ reading self-efficacy could have a connection with the lack of a comprehensive reading self-efficacy scale targeting exclusively measuring it. For this reason, this study aims at developing and validating a reading self-efficacy scale which could be used to measure college students’ reading self-efficacy. The data was collected from three distinct groups consisting of a total of 430 students of the departments of English language teaching and English language and literature studying at state universities in Turkey. The findings obtained from exploratory factor analysis revealed that the scale had a unidimensional structure and the ones provided by confirmatory factor analysis confirmed the structure of the scale. The developed and validated 16-item reading self-efficacy scale could prompt the university teachers of reading to undertake studies with an eye to examining their students’ reading self-efficacy.

Keywords

College students English language teaching Reading self-efficacy

References

  • Afflerbach, P., & Cho, B.Y. (2010). Determining and describing reading strategies: Internet and traditional forms of reading. In H.S. Waters & W. Schneider (Eds.), Metacognition, strategy use, and instruction (pp. 201–225). Guilford.
  • Ahmadian, M., & Pasand, P.G. (2017). Efl learners' use of online metacognitive reading strategies and its relation to their self-efficacy in reading. Reading Matrix: An International Online Journal, 17(2), 117–132. http://mail.readingmatrix.com/files/17-097to04m.pdf
  • Bağcı, H. (2019). An investigation of Turkish language and Turkish language and literature teacher candidates’ critical reading self-efficacy (The case of Mehmet Akif Ersoy University). Advances in Language and Literary Studies, 10(4), 14–20. http://dx.doi.org/10.7575/aiac.alls.v.10n.4p.14
  • Barber, A.T., Buehl, M.M., Kidd, J.K., Sturtevant, E.G., Nuland, L.R., & Beck, J. (2015). Reading engagement in social studies: Exploring the role of a social studies literacy intervention on reading comprehension, reading self-efficacy, and engagement in middle school students with different language backgrounds. Reading Psychology, 36(1), 31–85. https://doi.org/10.1080/02702711.2013.815140
  • Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
  • Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares, & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307–337). Information Age Publishing.
  • Barkley, J.M. (2006). Reading education: is self-efficacy important? Reading Improvement, 43(4), 194–211. https://eric.ed.gov/?id=EJ765527
  • Blachowicz, C., & Ogle, D. (2008). Reading comprehension: Strategies for independent learners. The Guilford Press.
  • Boakye, N.A.N.Y. (2015). The relationship between self-efficacy and reading proficiency of first-year students: An exploratory study. Reading & Writing: Journal of the Reading Association of South Africa, 6(1), 1–9. https://doi.org/10.4102/rw.v6i1.52
  • Browne. M.W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136–162). Sage.
  • Burrows, L. (2012). The effects of extensive reading and reading strategies on reading self-efficacy [Unpublished Doctoral dissertation, Temple University]. http://dx.doi.org/10.34944/dspace/868
  • Butterworth, J., & Thwaites, G. (2013). Thinking skills critical thinking and problem solving. Cambridge University Press.
  • Caprara, G.V., Fida, R., Vecchione, M., Del Bove, G., Vecchio, G.M., Barbaranelli, C., Bandura, A. (2008). Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement. Journal of Educational Psychology, 100(3), 525–534. https://doi.org/10.35569/biormatika.v6i02.773
  • Carroll, J.M., & Fox, A.C. (2017). Reading self-efficacy predicts word reading but not comprehension in both girls and boys. Frontiers in Psychology, 7, 2056. 1–9. https://doi.org/10.3389/fpsyg.2016.02056
  • Carter, C.E. (2011). Mindscapes: Critical reading skills and strategies. Cengage Learning.
  • Cho, E., Roberts, G.J., Capin, P., & Roberts, G. (2015). Cognitive attributes, attention, and self-efficacy of adequate and inadequate responders in a fourth grade reading intervention. Learning Disabilities Research & Practice, 30(4), 159–170. https://doi.org/10.1111/ldrp.12088
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2014). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları [Multivariate statistics for social sciences: SPSS and LISREL applications] (3rd ed.). Pegem Akademi.
  • Dallon, B., & Ratner, W. (2002). Reading between the lines: Improve your scores on English & social studies tests. Learning Express, LLC.
  • Duke, N.K., & Pearson, P.D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S.J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 205–242). International Reading Association.
  • Fabrigar, L.R., Wegener, D.T., MacCallum, R.C., & Strahan, E.J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272. https://doi.org/10.1037/1082-989X.4.3.272
  • Ferrara, S.L.N. (2007). Reading fluency and self‐efficacy: A case study. International Journal of Disability, Development and Education, 52(3), 215 231. https://doi.org/10.1080/10349120500252858
  • Forzani, E., Leu, D.J., Yujia Li, E., Rhoads, C., Guthrie, J.T., & McCoach, B. (2021). Characteristics and validity of an instrument for assessing motivations for online reading to learn. Reading Research Quarterly, 56(4), 1-20, https://doi.org/10.1002/rrq.337
  • Fung, D., & Macaro, E. (2019). Exploring the relationship between linguistic knowledge and strategy use in listening comprehension. Language Teaching Research. 1–25. https://doi.org/10.1177/1362168819868879
  • George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. (11.0 update) (4th ed.). Allyn & Bacon.
  • Ghonsooly, B., & Elahi, M. (2010). Learners' self-efficacy in reading and its relation to foreign language reading anxiety and reading achievement. Journal of English Language Teaching and Learning, 53(217), 45 67. https://www.sid.ir/FileServer/JE/1323201021703.pdf
  • Grabe, W., & Stoller, F. (2002). Teaching and researching reading. Pearson Education.
  • Grabe, W., & Stoller, F. L. (2019). Teaching and researching reading. Routledge.
  • Guthrie, J.T., & Taboada, A. (2005). Fostering the cognitive strategies of reading comprehension. In J.T. Guthrie, A. Wigfield, & K.C. Perencevich (Eds.), Motivating reading comprehension: Concept-oriented reading instruction (pp. 87–113). Lawrence Erlbaum Associates, Inc.
  • Guthrie, J.T., Wigfield, A., & VonSecker, C. (2000). Effects of integrated instruction on motivation and strategy use in reading. Journal of Educational Psychology, 92(2), 331–341. https://doi.org/10.1037/0022-0663.92.2.331
  • Graham, S., Woore, R., Porter, A., Courtney, L., & Savory, C. (2020). Navigating the challenges of L2 reading: Self‐efficacy, self‐regulatory reading strategies, and learner profiles. The Modern Language Journal, 104(4), 693 714. https://doi.org/10.1111/modl.12670
  • Gu, Y. (2019). Approaches to learning strategy instruction. In A. U. Chamot & V. Harris (Eds.), Learning strategy instruction in the language classroom: Issues and implementation (pp. 22–37). Multilingual Matters.
  • Hair, J.F., Anderson, R.E., Tatham, R.L., & Black, W.C. (2019). Multivariate data analysis (8th ed.). Prentice Hall, Inc.
  • Hedges, J.L., & Gable, R. (2016). The relationship of reading motivation and self-efficacy to reading achievement. K-12 Education, 31(1). https://scholarsarchive.jwu.edu/k12_ed/31
  • Hu, L.T., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
  • Jöreskog, K.G., & Sörbom, D. (2006). LISREL 8.8 for windows [Computer software]. Scientific Software International.
  • Kakaew, J., & Damnet, A. (2017). Learning strategies model to enhance Thai undergraduate students' self-efficacy beliefs in EIL textual reading performance. Advances in Language and Literary Studies, 8(6), 19–27. http://dx.doi.org/10.7575/aiac.alls.v.8n.6p.19
  • Karabay, A. (2013). Eleştirel okuma özyeterlik algı ölçeğinin geliştirilmesi [The development of critical reading self-efficacy perception scale]. Turkish Studies – International Periodical For The Languages, Literature, and History of Turkish and Turkic, 8(13), 1107–1122. http://dx.doi.org/10.7827/TurkishStudies.5389
  • Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge.
  • Kline, R.B. (2015). Principles and practice of structural equation modeling. Guilford publications.
  • Kula, S.S., & Budak, Y. (2020). Self-efficacy perceptions scale for reading comprehension of 4th grade students in primary school: Validity and reliability study. Bartın University Journal of Faculty of Education, 9(1), 106 120. ,http://dx.doi.org/10.14686/buefad.536885
  • Li, Y., & Wang, C. (2010). An empirical study of reading self-efficacy and the use of reading strategies in the Chinese EFL context. Asian EFL Journal, 12(2), 144–162. http://70.40.196.162/PDF/June-2010.pdf#page=144
  • Lorenzo-Seva, U., & Ferrando, P.J. (2006). FACTOR: A computer program to fit the exploratory factor analysis model. Behavioral Research Methods, Instruments and Computers, 38(1), 88-91. https://doi.org/10.3758/BF03192753
  • Macaro, E. (2019). Language learner strategies and individual differences. In A. U. Chamot & V. Harris (Eds.), Learning strategy instruction in the language classroom: Issues and implementation (pp. 68 80). Multilingual Matters. https://doi.org/10.21832/9781788923415-011
  • McGuinness, D. (2005). Language development and learning to read. The MIT Press.
  • McLean, S., & Poulshock, J. (2018). Increasing reading self-efficacy and reading amount in efl learners with word-targets. Reading in a Foreign Language, 30(1), 76–91. https://files.eric.ed.gov/fulltext/EJ1176293.pdf
  • Meniado, J.C. (2016). Metacognitive reading strategies, motivation, and reading comprehension performance of Saudi EFL students. English Language Teaching, 9(3), 117–129. http://dx.doi.org/10.5539/elt.v9n3p117
  • Mills, N., Pajares, F., & Herron, C. (2006). A reevaluation of the role of anxiety: Self‐efficacy, anxiety, and their relation to reading and listening proficiency. Foreign Language Annals, 39(2), 276–295. https://doi.org/10.1111/j.1944-9720.2006.tb02266.x
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There are 69 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Gülten Koşar 0000-0002-4687-4382

Yunus Emre Akbana 0000-0002-5707-3564

Levent Yakar 0000-0001-7856-6926

Publication Date March 10, 2022
Submission Date March 10, 2021
Published in Issue Year 2022 Volume: 9 Issue: 1

Cite

APA Koşar, G., Akbana, Y. E., & Yakar, L. (2022). Development and Validation of a Reading Self-Efficacy Scale. International Journal of Assessment Tools in Education, 9(1), 203-219. https://doi.org/10.21449/ijate.894688

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