Clearly, the attitudes, values, expectations, and beliefs that individuals possess about literacy will play a vital role in shaping their engagement with reading, writing, and other language processes. Students who report positive associations with literacy will tend to read and write more often, for greater periods of time, and with heightened intensity. The past decade or so has witnessed some noteworthy progress in assessing these aspects of literacy (e.g., McKenna & Kear, 1990; Henk & Melnick, 1992, 1995, 1998; Kear, Coffman, McKenna & Ambrosio, 2000). To date, however, no reader selfperception instrument exists for grades 7 and above despite the fact that such a tool would have considerable utility for both practitioners and researchers. The present study represents a significant effort toward remedying this important gap. Grounded in Self- Efficacy Theory (Bandura, 1977, 1982; Schunk, 1984), the instrument predicts that students take four basic factors into account when forming literacy self-perceptions: Progress, Observational Comparisons, Social Feedback, and Physiological States. Student response data (n=3,031) to the pilot instrument provides evidence of construct validity through a principal components analysis of the factor structure. Alpha reliabilities by factor are reported.
Available at: http://works.bepress.com/william_henk/20/