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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.
Introduction:
The purpose of this study was to develop and validate a questionnaire that addressed reading and spelling of big words to understand upper elementary learners' perceptions of their abilities and challenges in relation to multisyllabic words.
Methods:
The development of this questionnaire was part of a larger research project that aimed to develop instructional resources for upper elementary learners. Participants were 108 students across grades 3 to 5.
Results:
The results of an Exploratory Factor Analysis (EFA) found three factors that addressed self-efficacy for processes and tasks, affect, and avoidance. All factors correlated with reading measures with the exception of avoidance. Further, differences on self-efficacy and affect were found between the lower and low-average reading group. Finally, growth was found on self-efficacy and affect toward reading of big words as a result of instruction. Limitations and implications are discussed.
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