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A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing
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Upper elementary students' self-efficacy, affect, and avoidance associated with multisyllabic words: an exploratory

Zoi A Traga Philippakos1, Margaret Quinn2, Adalea Davis1

  • 1Theory and Practice in Teacher Education, The University of Tennessee, Knoxville, Knoxville, TN, United States.

Frontiers in Psychology
|August 22, 2025
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Summary

This study developed a questionnaire to assess upper elementary students

Keywords:
AffectDecodingan exploratory study self-efficacyavoidancebig wordsmultisyllabicreadingspelling upper elementary

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Area of Science:

  • Educational Psychology
  • Literacy Research
  • Child Development

Background:

  • Multisyllabic word reading and spelling are crucial for upper elementary literacy.
  • Understanding students' perceptions of their abilities is vital for effective instruction.
  • Existing assessments may not fully capture learners' experiences with complex word structures.

Purpose of the Study:

  • To develop and validate a questionnaire assessing perceptions of reading and spelling multisyllabic words.
  • To understand upper elementary learners' self-efficacy, affect, and avoidance related to big words.
  • To inform the development of targeted instructional resources for literacy development.

Main Methods:

  • Exploratory Factor Analysis (EFA) was used to validate the questionnaire.
  • Participants included 108 students in grades 3-5.
  • The study examined correlations between questionnaire factors and reading measures.

Main Results:

  • Three factors emerged: self-efficacy for processes/tasks, affect, and avoidance.
  • Self-efficacy and affect correlated with reading measures; avoidance did not.
  • Instructional intervention led to growth in self-efficacy and affect toward reading big words.

Conclusions:

  • The developed questionnaire effectively measures student perceptions of multisyllabic word reading and spelling.
  • Self-efficacy and affect are key components influencing reading success with complex words.
  • Targeted instruction can positively impact students' confidence and feelings about reading challenging words.