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Relationship Between Self-Efficacy and Academic Behavior Among Students at an Alternative High School (open access)

Relationship Between Self-Efficacy and Academic Behavior Among Students at an Alternative High School

For many years, educators and psychologists have attempted to define the strength of the relationship between self-concept and school performance., A productive approach may be to investigate academic self-efficacy. In the present study, data were collected for students at an alternative high school on the Measure of Academic Self-Efficacy (MASE), Intellectual Achievement Responsibility Questionnaire (IAR), number of weeks spent in the program, and various descriptive and behavioral measures. Correlations were computed to attempt to demonstrate that participation in an alternative program analogous to participant modeling is associated with increases in academic self-efficacy and internal attributions for educational events, and that these gains are associated with improved academic outcomes.
Date: August 1983
Creator: Matthews, Catherine Henson
System: The UNT Digital Library
A Comparison of Sight Word and Phonics Contingencies in the Remediation of Oral Reading and Comprehension (open access)

A Comparison of Sight Word and Phonics Contingencies in the Remediation of Oral Reading and Comprehension

A comparison of contingent word and phonics drilling exercises on oral reading errors was made and the effects of a work skipping contingency on reading comprehension were examined. Five learning disabled elementary school children served as subjects. Reading comprehension increased from 30 to 50% over baseline, while subjects progressed an average of two years through a reading series. Subjects responded differentially to the two drills on oral reading errors, but the combined effects of the drills produced a 50% average reduction in errors. Pre- and post-tests of reading achievement showed increases in reading grade levels ranging from .8 to 1.5 years during the 10 week, 30 session study. Results supported the efficacy of a behavioral approach to reading remediation.
Date: August 1983
Creator: Huffine, John Harold
System: The UNT Digital Library