Date of Award

5-12-2008

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Educational and School Psychology

First Advisor

MaryAnn Rafoth, Ph.D.

Second Advisor

William F. Barker, Ph.D.

Third Advisor

Joseph F. Kovaleski, D.Ed.

Fourth Advisor

Robert M. Midkiff, Jr. Ph.D.

Abstract

The goal of the current study was an investigation of the relationship between reading self-efficacy and regulation of cognition, important components in the development of self-regulated learning, and reading achievement; the impact of the demographic variables of age, student sex and socioeconomic status were also considered. This quantitative quasi-experimental design utilized a sample of eighty-four fourth, fifth and sixth grade students from a rural school district in North Central Pennsylvania. The sample was one of convenience. Several conclusions are drawn from the results. Reading self-efficacy is a predictor of both regulation of cognition and reading achievement in an intermediate elementary sample. The finding supports the premise that students more efficacious about their ability to read, tend to regulate their cognition at a level significantly different from those lower in reading self-efficacy. While positively associated with reading achievement, a significant relationship between regulation of cognition and reading self-efficacy does not exist. Several conclusions regarding the impact of age, sex and socioeconomic status can be drawn. Results of the current study support the positive relationship between age and regulation of cognition. In the current sample, older students displayed significantly better ability to regulate cognition as measured by the BRIEF (Gioia, et al., 2000). Significant sex differences among boy’s and girl’s level of regulation of cognition and reading achievement were revealed. Girls displayed significantly higher levels of both regulation of cognition, specifically working memory, monitor and organization of materials than boys. Girls also displayed significantly better reading achievement. While Pajares (2002) reports sex differences with girls displaying more self-regulatory behavior than boys, the current study increases our understanding within this age group. Socioeconomic status, specifically maternal education, was a significant predictor of reading self-efficacy and regulation of cognition.

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