Graduate Program
School Psychology
Degree Name
Specialist in School Psychology
Semester of Degree Completion
2007
Thesis Director
James M. Havey
Thesis Committee Member
Jason Nelson
Thesis Committee Member
Christine McCormick
Abstract
A study was conducted to measure self-efficacy calibration, or accuracy of performance beliefs, in reading by high school students with reading disabilities. This study examined participant's reading metacognitive skills, reading self-concept, reading comprehension, and reading self-efficacy. Fifty-two participants were placed into a group of students with reading disabilities and a comparison group of normal achieving students. These students completed all measures and group results were compared to determine the degree of calibration, metacognitive abilities, and self-concept of students with reading disabilities as compared to normal achieving students. Results of the study found that students with reading disabilities did not significantly overestimate their abilities in reading as compared to non-disabled students. Reading comprehension was the only variable to significantly account for the variance in self-efficacy miscalibration.
Recommended Citation
Mickelson, Melissa, "Calibration of reading self-efficacy beliefs of students with reading disabilities" (2007). Masters Theses. 896.
https://thekeep.eiu.edu/theses/896
