Diferencias en la auto-eficacia lectora entre cursos en la escolaridad y en función del género

  1. Olivares, Fátima 1
  2. Fidalgo Redondo, Raquel 1
  3. Torrance, Mark 2
  1. 1 Universidad de León
    info

    Universidad de León

    León, España

    ROR https://ror.org/02tzt0b78

  2. 2 Nottingham Trent University
    info

    Nottingham Trent University

    Nottingham, Reino Unido

    ROR https://ror.org/04xyxjd90

Journal:
Revista de psicodidáctica

ISSN: 1136-1034

Year of publication: 2016

Volume: 21

Issue: 1

Pages: 45-63

Type: Article

DOI: 10.1387/REVPSICODIDACT.13832 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de psicodidáctica

Sustainable development goals

Abstract

We analyzed differences in reading self-efficacy between grades and according to gender in a sample of 1,060 Spanish students distributed across 3rd to 10th grades. We used a reading self-efficacy scale which differentiates three dimensions according to the level of complexity of the reading skills involved in a reading comprehension task, distinguishing between decoding skills, the construction of the textbased and of the situation model. Our results indicate, a differential pattern of change in reading self-efficacy emerged in the different dimensions, with a trend towards an increase in decoding and textual self-efficacy and a decrease in situation self-efficacy. In all dimensions of self-efficacy, the transition from primary to secondary education constituted a critical period. No differences by gender were observed in reading self-efficacy throughout schooling.

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Funding information

Esta investigación ha sido posible gracias a la financiación concedida por el Ministerio de Economía y Competitividad de España al proyecto con referencia EDU2010-18219, concedida a la segunda autora.

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