1. SELF EFFICACY AND READING ENGAGEMENT IN
CHILDREN
Literature Review and Implication
Asmah Hanim Che Ani (800433)
Universiti Utara Malaysia

2. Reading
Self-efficacy
Engagement

3. INTRODUCTION
 One of the factors identified in promoting
reading among children is self efficacy
(Wigfield A. , Guthrie, Tonks, & Perencevich,
2004).

4. DEFINITION: READING ENGAGEMENT

5. DEFINITION: CHILDREN
 Merriam-Webster Online Dictionary (2009)
children is the plural form of child derives
from the Old English cild which means a
young person usually between infancy and
youth.
 The term “children” are used interchangeably
with “students”

6. DEFINITION: SELF-EFFICACY
Bandura
“ as individuals’ confidence
in their ability to organize Jinks & Lorsbach (2003)
and execute a given brought up two
course of action to solve a components to define self-
problem or accomplish a efficacy;
task; characterized as a 1. sense of self efficacy
multidimensional construct
that varies in strength, 2. efficacy information
generality, and level (or
difficulty)”

7. SELF EFFICACY AND READING ENGAGEMENT
 Essential for children to be guided
appropriately as far as self-efficacy is
concerned.
 Children become much more sophisticated at
processing the evaluative feedback they
receive, and for some this leads to a growing
realization that they are not as capable as
others (Guthrie, 2001)

8. FOUR MAIN WAYS TO HELP INCREASE SELF-
EFFICACY (BANDURA , 1997)

9. MODEL OF TRIADIC RECIPROCALITY
(PINTRICH & SCHUNK, 2002)
Personal
Behaviour Environment

10. SELF-EFFICACY AND READING ENGAGEMENT
 “Engage reading and its constituents
(motivation and cognitive strategies) can be
increased by instructional practices directed
toward them” (Guthrie, et al., 2004, p. 404)
 CORI or Concept-Oriented Reading
Instruction is one of the reading instructional
programs developed to “identify effective
reading instruction that increase children’s
reading comprehension” (Guthrie, et al.,
2004, p. 403).

11. SELF-EFFICACY AND READING ENGAGEMENT
 Long & Gove (2003) suggested engagement
strategies and literature circles to promote
reading.
 Brozo & Flynt (2008) added that by making
abundance of text available for interaction
which center on producing interest in new
learning by connecting the outside school
and the inside will help build reading self-
efficacy.

12. SELF-EFFICACY AND READING ENGAGEMENT
 Choices for picking texts, interesting reading
materials, partners during instruction are
motivation practices that generate students’
self-efficacy for reading (Guthrie, et al., 2004;
Brozo & Flynt, 2008).
 Teacher has the opportunity to use
appropriate prompts in the classroom to
enhance the student’s self-efficacy (McCabe,
2006; Schunk & Zimmerman, 2007).

13. BOOK BUDDY END OF SURVEY RESPONSE
(FRIEDLAND & THIESDELL, 2006)
100
90
80
70
60
50
40
30
20
10
0
Enjoy selecting Interested to Like the reading Reading with
book and join again in the material buddy helped
reading to future with own
buddy reading

14. CORI
 CORI students scored higher than Strategy
Instruction (SI) and the Traditional Instruction
(TI).
 CORI managed to initiate reading and with
continuous effort will increase the students’
self-efficacy and result in further engagement
in reading.

15. IMPLICATIONS
Teacher’s role in
cultivating interest
School culture to support
reading environment