TY -  JOUR
PY -  2007
SN -  1972-5086
T1 -  L'evoluzione del senso di efficacia per compiti di lettura e scrittura: effetti di scolarità e competenza
JO -  DiPAV - QUADERNI
DA -  5/15/2007 12:00:00 AM
DO -  
UR -  http://www.francoangeli.it/Riviste/Scheda_rivista.aspx?idArticolo=30109
AU -  Poeta,  Francesca
AU -  De Berna,  Bianca
AU -  Arfé,  Barbara
SP -  53
EP -  75
IS -  18
VL -  
LA -  IT
AB -   This study examined whether reading and writing self-efficacy beliefs differ in children with different achievement level (average, poor and good readers and writers) and in children of different grade level (4th , 6th, and 8th graders). Two hundred and thirty-five children participated. Seventy-three children attended the 4th grade, 83 the 6th grade, and 79 the 8th grade of three mainstream elementary and middle schools, located in Verona and Padova (north-east Italy). The student’s academic self-efficacy beliefs (Caprara, 2001), and their reading and writing self-efficacy beliefs were assessed. Children also performed a reading task (Cornoldi and MT group, 1998), a dictation task and a written composition task. Results revealed effects of schooling on academic self-efficacy beliefs, and for the reading and writing tasks, but no effects related to reading and writing self-efficacy beliefs. Accuracy of self-efficacy evaluations increases with grade level, but not with achievement level, indicating an independent effect of grade and achievement level on student’s self-efficacy.
PB -  FrancoAngeli
ER -