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The effect of reading self -efficacy...

Lindsey Randall, Ayesha Kecell.

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The effect of reading self -efficacy, expectancy -value, and metacognitive self -regulation on the achievement and persistence of community college students enrolled in basic skills reading courses.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effect of reading self -efficacy, expectancy -value, and metacognitive self -regulation on the achievement and persistence of community college students enrolled in basic skills reading courses./
Author:	Lindsey Randall, Ayesha Kecell.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2008,
Description:	109 p.
Notes:	Source: Dissertations Abstracts International, Volume: 70-06, Section: A.
Contained By:	Dissertations Abstracts International70-06A.
Subject:	Community college education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3325157
ISBN:	9780549786665

The effect of reading self -efficacy, expectancy -value, and metacognitive self -regulation on the achievement and persistence of community college students enrolled in basic skills reading courses.
Lindsey Randall, Ayesha Kecell.

The effect of reading self -efficacy, expectancy -value, and metacognitive self -regulation on the achievement and persistence of community college students enrolled in basic skills reading courses. - Ann Arbor : ProQuest Dissertations & Theses, 2008 - 109 p.

Source: Dissertations Abstracts International, Volume: 70-06, Section: A.

Thesis (Ed.D.)--University of Southern California, 2008.

This item must not be sold to any third party vendors.

The low retention rate of low aptitude, at-risk students has been a longstanding issue. Studies have revealed that students who possess high reading self-efficacy, place high value on and expect positive results from their academic goals, and employ metacognitive self-regulation are more likely to achieve and persist. The objective of this study was to investigate the effect of reading self-efficacy, expectancy-value, and metacognitive self-regulation on the achievement and persistence of community college students enrolled in basic skills reading courses. Community college students (N=77) completed a survey that assessed their reading efficacy, expectancy-value orientations, and their use of metacognitive self-regulatory strategies. Contrary to the researcher's expectations and previous research, results indicate that these motivational variables have no significant relationship with their achievement or persistence. Possible reasons for this outcome, implications for self-efficacy, and future research are discussed.

ISBN: 9780549786665Subjects--Topical Terms:

2122836
Community college education.

The effect of reading self -efficacy, expectancy -value, and metacognitive self -regulation on the achievement and persistence of community college students enrolled in basic skills reading courses.
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506 $a This item must not be added to any third party search indexes.
520 $a The low retention rate of low aptitude, at-risk students has been a longstanding issue. Studies have revealed that students who possess high reading self-efficacy, place high value on and expect positive results from their academic goals, and employ metacognitive self-regulation are more likely to achieve and persist. The objective of this study was to investigate the effect of reading self-efficacy, expectancy-value, and metacognitive self-regulation on the achievement and persistence of community college students enrolled in basic skills reading courses. Community college students (N=77) completed a survey that assessed their reading efficacy, expectancy-value orientations, and their use of metacognitive self-regulatory strategies. Contrary to the researcher's expectations and previous research, results indicate that these motivational variables have no significant relationship with their achievement or persistence. Possible reasons for this outcome, implications for self-efficacy, and future research are discussed.
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