This three-part mixed methods study uses a parallel-databases convergent design to explore self-efficacy as an outcome of an integrated reading and anxiety intervention. Study 1 presents a qualitative analysis of teacher perspectives on effective components of the intervention, with particular attention to teacher and student self-efficacy. Study 2 is a psychometric evaluation of a brief instrument measuring the sources of reading self-efficacy in children. Study 3 employs the revised reading self-efficacy scale to collect data before and after students complete one year of the integrated intervention. Qualitative and quantitative data were analyzed together for a more complete understanding of intervention effects on reading self-efficacy. Results contribute to discussion on the self-efficacy of struggling readers. / 2026-08-27T00:00:00Z
| Identifer | oai:union.ndltd.org:bu.edu/oai:open.bu.edu:2144/49190 |
| Date | 27 August 2024 |
| Creators | Newman, Kathryn |
| Contributors | Grills, Amie E. |
| Source Sets | Boston University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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