THE EFFECT OF NOTE TAKING ON NINTH GRADE STUDENTS' COMPREHENSION |
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| Authors: | Jean E Faber John D Morris Mary G Lieberman |
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| Institution: | Department of Teaching Learning and Teacher Education, College of Education and Human Sciences , University of Nebraska-Lincoln , Lincoln, Nebraska, USA |
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| Abstract: | This study examined factors affecting motivation for reading, writing, and spelling in primary grade students using a new measure, the Early Literacy Motivation Survey (ELMS). First-graders (198) responded to questions measuring attributions, self-efficacy, and perceived competence. The ELMS uses scenarios and short tasks to contextualize the questions for young children. A confirmatory factor analysis validated the motivation constructs investigated. A structural equation model produced a good fit for the data and indicated that literacy attributions in young children mediated between achievement and self-efficacy and perceived competence. Findings showed that first-grade students differentiate among their self-efficacy for reading, writing, and spelling. |
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