Self-efficacy, attribution, and outcome expectancy mechanisms in reading and writing achievement: Grade-level and achievement-level differences.

This study examined grade- and achievement-level differences in 4th-, 7th-, and lOth-grade students control-related beliefs and relations between students beliefs and their reading and writing achievement. MANOVA results indicated grade- and achievement-level differences in self-efficacy, causal attribution, and outcome expectancy beliefs but no interaction between grade and achievement level. Canonical correlations identified a single dimension linking students beliefs to achievement in both reading and writing. Quadratic relations to achieve-ment were found for outcome expectancy and intelligence attributions. As grade increased, beliefs for reading were more highly related to comprehension skill relative to component skills, whereas beliefs for writing were more highly related to component skills relative to communication skills. At all achievement levels, a similar pattern of beliefs was related to achievement. Peoples beliefs about their abilities to exercise personal control of important events in their lives are thought to play a major role in motivating the self-regulation of cognitive performance and learning (see Bandura, 1986; Schunk,