The Impact of Reading Self-Efficacy and Task Value on Reading Comprehension Scores in Different Item Formats

By O. Solheim. 2011

160 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/d3ac043dc485340f7257c946aa68d2b5310b1bb8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. J. Polanin
2. Norman J. Unrau

In Experimental and Cognitive Psychology

1. Robert Rueda
2. J. Polanin
3. Norman J. Unrau

In Statistics and Probability

1. Matthias Trendtel
2. Franziska Schwabe
3. Nele McElvany
4. J. Polanin

Citations in the corpus

• The School Age Gender Gap in Reading Achievement: Examining the Influences of Item Format and Intrinsic Reading Motivation. (2015, background): “As a consequence, test scores of poorly motivated students would not (just) reflect their levels of competence but a lack of motivation caused by test characteristics (Solheim, 2011 ).”
• Can Reading Self-Efficacy Be Modified? A Meta-Analysis of the Impact of Interventions on Reading Self-Efficacy (2017, background): “Research also suggests that readers are more likely to demonstrate effort and persistence in reading a text if they believe in their capacity to comprehend it successfully (Solheim, 2011; Waleff, 2010).”