Upper elementary students’ self-efficacy, affect, and avoidance associated with multisyllabic words: an exploratory study
IntroductionThe purpose of this study was to develop and validate a questionnaire that addressed reading and spelling of big words to understand upper elementary learners’ perceptions of their abilities and challenges in relation to multisyllabic words.MethodsThe development of this questionnaire wa...
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Frontiers Media S.A.
2025-08-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1562958/full |
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| author | Zoi A. Traga Philippakos Margaret Quinn Adalea Davis |
| author_facet | Zoi A. Traga Philippakos Margaret Quinn Adalea Davis |
| author_sort | Zoi A. Traga Philippakos |
| collection | DOAJ |
| description | IntroductionThe purpose of this study was to develop and validate a questionnaire that addressed reading and spelling of big words to understand upper elementary learners’ perceptions of their abilities and challenges in relation to multisyllabic words.MethodsThe development of this questionnaire was part of a larger research project that aimed to develop instructional resources for upper elementary learners. Participants were 108 students across grades 3 to 5.ResultsThe results of an Exploratory Factor Analysis (EFA) found three factors that addressed self-efficacy for processes and tasks, affect, and avoidance. All factors correlated with reading measures with the exception of avoidance. Further, differences on self-efficacy and affect were found between the lower and low-average reading group. Finally, growth was found on self-efficacy and affect toward reading of big words as a result of instruction. Limitations and implications are discussed. |
| format | Article |
| id | doaj-art-3c91f42a5bd14f0798b13b04c1d2efdb |
| institution | Kabale University |
| issn | 1664-1078 |
| language | English |
| publishDate | 2025-08-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj-art-3c91f42a5bd14f0798b13b04c1d2efdb2025-08-20T04:02:01ZengFrontiers Media S.A.Frontiers in Psychology1664-10782025-08-011610.3389/fpsyg.2025.15629581562958Upper elementary students’ self-efficacy, affect, and avoidance associated with multisyllabic words: an exploratory studyZoi A. Traga Philippakos0Margaret Quinn1Adalea Davis2Theory and Practice in Teacher Education, The University of Tennessee, Knoxville, Knoxville, TN, United StatesTeaching, Learning, and Culture, Texas A&M University, College Station, TX, United StatesTheory and Practice in Teacher Education, The University of Tennessee, Knoxville, Knoxville, TN, United StatesIntroductionThe purpose of this study was to develop and validate a questionnaire that addressed reading and spelling of big words to understand upper elementary learners’ perceptions of their abilities and challenges in relation to multisyllabic words.MethodsThe development of this questionnaire was part of a larger research project that aimed to develop instructional resources for upper elementary learners. Participants were 108 students across grades 3 to 5.ResultsThe results of an Exploratory Factor Analysis (EFA) found three factors that addressed self-efficacy for processes and tasks, affect, and avoidance. All factors correlated with reading measures with the exception of avoidance. Further, differences on self-efficacy and affect were found between the lower and low-average reading group. Finally, growth was found on self-efficacy and affect toward reading of big words as a result of instruction. Limitations and implications are discussed.https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1562958/fullan exploratory study self-efficacyAffectavoidancereadingbig wordsmultisyllabic |
| spellingShingle | Zoi A. Traga Philippakos Margaret Quinn Adalea Davis Upper elementary students’ self-efficacy, affect, and avoidance associated with multisyllabic words: an exploratory study Frontiers in Psychology an exploratory study self-efficacy Affect avoidance reading big words multisyllabic |
| title | Upper elementary students’ self-efficacy, affect, and avoidance associated with multisyllabic words: an exploratory study |
| title_full | Upper elementary students’ self-efficacy, affect, and avoidance associated with multisyllabic words: an exploratory study |
| title_fullStr | Upper elementary students’ self-efficacy, affect, and avoidance associated with multisyllabic words: an exploratory study |
| title_full_unstemmed | Upper elementary students’ self-efficacy, affect, and avoidance associated with multisyllabic words: an exploratory study |
| title_short | Upper elementary students’ self-efficacy, affect, and avoidance associated with multisyllabic words: an exploratory study |
| title_sort | upper elementary students self efficacy affect and avoidance associated with multisyllabic words an exploratory study |
| topic | an exploratory study self-efficacy Affect avoidance reading big words multisyllabic |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1562958/full |
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