An Investigation of Reciprocal Effects: Literacy Achievement and Self-Beliefs in First Grade Children
This study investigates self-beliefs and its relation to literacy learning in children. A reciprocal effects model is hypothesized and tested.
||Self-beliefs, Literacy, Reciprocal Effects
International Journal of Learning, Volume 12, Issue 10, pp.269-276.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 799.776KB).
Barbara Hummel-Rossi teaches graduate measurement and research methods courses in the Department of Applied Psychology at New York University, United States of America. Her current research interests focus on value-added models of student achievement, economic evaluation of educational programs, and test development.
Jane Ashdown teaches graduate courses in early childhood literacy education and co-chairs the Department of Teaching and Learning at New York University, United States of America. Her research interests center on the effectiveness of literacy programs and on the impact of teacher education programs on teachers and their pupils. Drs. Ashdown and Hummel-Rossi have collaborated on research on the cost-effectiveness and psychological impact of literacy programs and on the effectiveness of teacher induction programs.
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