A study of the relationships among grade fours' reader self-perceptions, reading ability, parental self-efficacy, parental role construction, child development beliefs, and gender
This study investigated the relationships among mothers' and fathers' child development beliefs, role construction, self-efficacy, and grade four children's reader self-perceptions (self-concept, social feedback, physiological states, observational comparisons, and progress), reading...
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| Format: | Thesis |
| Language: | English |
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Memorial University of Newfoundland
2002
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| Online Access: | https://research.library.mun.ca/1670/ https://research.library.mun.ca/1670/1/Phillips_Jennifer.pdf https://research.library.mun.ca/1670/3/Phillips_Jennifer.pdf |
| Summary: | This study investigated the relationships among mothers' and fathers' child development beliefs, role construction, self-efficacy, and grade four children's reader self-perceptions (self-concept, social feedback, physiological states, observational comparisons, and progress), reading achievement (comprehension and vocabulary) and gender. The study consisted of 67 children and 81 parents who had been involved in a literacy project for one year. The study was conducted in the province of Newfoundland and Labrador. -- Five surveys were used in this study: Reader Self-perception Scale (RSPS) (Henk & Melnick, 1995), Gates and MacGinitie Reading Test (Gates and MacGinitie, 1992), Questionnaire for Parents (Oldford-Matchim and Singh, 2002), Parents' Child Development Beliefs (Oldford-Matchim and Singh, 2002), and the Parental Role Construction Survey (Oldford-Matchim and Singh, 2002). The Pearson-Product - Moment Method and ANOVA were used to determine relationships in the data and to identify significant differences in scores. -- Significant positive relationships were found between aspects of children's reader self-perceptions (observational comparisons, progress, physiological states, and total scores) and aspects of children's reading achievement (comprehension scores and vocabulary scores) and children's gender. Boys' reader self-perceptions (observational comparisons, progress, physiological states, and total self-perception scores) were found to be significantly related to boys' reading achievement. Significant relationships for girls' reader self-perceptions and girls' reading achievement were not found to exist. Girls had significantly higher self-perceptions of physiological states, social feedback, total self-perception scores, and self-concept than boys. No significant differences existed between boys' and girls' reading achievement scores. -- A significant positive relationship was found to exist between fathers' self- efficacy and girls' self-perceptions of progress. No significant relationships were ... |
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