A study of the relationships among parents' reading beliefs, parents' gender, grade three students' reader self-perceptions, reading achievement and gender
This study investigated the relationships among parents' reading beliefs (self-efficacy and achievement-related beliefs) grade three students' reader self-perceptions (self-concept, social feedback, physiological states, observational comparison, and progress) and their reading achievement...
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| Format: | Thesis |
| Language: | English |
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Memorial University of Newfoundland
1999
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| Online Access: | https://research.library.mun.ca/9038/ https://research.library.mun.ca/9038/1/Lynch_JacquelineS.pdf |
| Summary: | This study investigated the relationships among parents' reading beliefs (self-efficacy and achievement-related beliefs) grade three students' reader self-perceptions (self-concept, social feedback, physiological states, observational comparison, and progress) and their reading achievement (alphabet, meaning, and conventions). The gender of parents and children and its relationship to parents' reading beliefs, children's reader self-perceptions and reading achievement was also examined in this study. This study consisted of 66 students and 92 parents involved in an early family literacy project for approximately one year. The study was conducted in a rural area in the province of Newfoundland and Labrador, Canada. -- There were three instruments used in this study: a Questionnaire for Parents, a Reader Self-Perceptions Scale (RSPS) (Henk & Melnick, 1995), and a standardized reading test (Test of Early Reading Ability-2 - TERA-2). The Pearson-Product-Moment Method and t-tests were used to determine relationships in the data and to identify significant differences in scores on the instruments. -- Significant positive and negative relationships were found between aspects of mothers' and fathers’ reading beliefs and children's reader self-perceptions. Gender was an important variable in this study. Specifically, a significant positive relationship existed between mothers’ self-efficacy for children's reading achievement and girls' self-concept as reader. Significant negative relationships existed between mothers' achievement-related beliefs and boys' self-concept as reader, fathers' self-efficacy and boys' perceptions of parents' regard for their reading, and fathers' self-efficacy and boys' and girls' perceptions of their reading relative to other students. There was only one significant relationship between parents’ reading beliefs and children's reading achievement. This relationship was a negative one. Mothers' achievement-related beliefs negatively related to boys' alphabet scores on the standardized ... |
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