Developing and Validating an Instrument for Assessing Secondary Students' Self‐Efficacy for Online Reading.
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| Title: | Developing and Validating an Instrument for Assessing Secondary Students' Self‐Efficacy for Online Reading. |
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| Authors: | Kim, SeongYeup1 (AUTHOR) smk7568@psu.edu, Lee, Yongjun2 (AUTHOR), Forzani, Elena3 (AUTHOR) |
| Source: | Reading Research Quarterly (John Wiley & Sons, Inc.). Apr2026 Supplement 1, Vol. 61, p1-16. 16p. |
| Subject Terms: | *Reading comprehension, *Formative evaluation, *Digital literacy, *Factor analysis, *Online reading programs, *Secondary school students, Self-efficacy, Questionnaires |
| Abstract: | This study develops and validates the Self‐Efficacy for Online Reading Questionnaire (SEORQ), a process‐grounded instrument designed to assess secondary students' self‐efficacy for enacting the core demands of online reading. We generated items from established models of online reading and multiple‐source comprehension and refined them through expert review and content validity analyses, yielding an initial pool of 40 items. We administered the questionnaire to 597 middle‐ and high‐school students and randomly split this sample for exploratory and confirmatory factor analyses. EFA supported a five‐factor structure and retained 34 items representing Task‐Oriented Reading, Locating, Source Evaluation, Integrative Comprehension, and Metacognitive Regulation. CFA demonstrated acceptable model fit, with all items loading significantly on their intended factors. All subscales and the total scale showed strong internal consistency. Using multigroup CFA, we established configural, metric, and scalar invariance across gender and configural invariance across school level, indicating developmental sensitivity in item functioning. We collected an independent sample (n = 268) to examine additional validity evidence. Analyses supported convergent validity with an existing online reading self‐efficacy measure, discriminant validity relative to broader motivational constructs, and predictive validity through significant relations with online reading performance. Overall, the SEORQ advances measurement by aligning self‐efficacy judgments with authentic online reading processes and offers practical utility for research, diagnosis, and formative evaluation in digital literacy instruction. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193225957 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Developing and Validating an Instrument for Assessing Secondary Students' Self‐Efficacy for Online Reading. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kim%2C+SeongYeup%22">Kim, SeongYeup</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> smk7568@psu.edu</i><br /><searchLink fieldCode="AR" term="%22Lee%2C+Yongjun%22">Lee, Yongjun</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Forzani%2C+Elena%22">Forzani, Elena</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+Research+Quarterly+%28John+Wiley+%26+Sons%2C+Inc%2E%29%22">Reading Research Quarterly (John Wiley & Sons, Inc.)</searchLink>. Apr2026 Supplement 1, Vol. 61, p1-16. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Formative+evaluation%22">Formative evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+literacy%22">Digital literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Factor+analysis%22">Factor analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+reading+programs%22">Online reading programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+school+students%22">Secondary school students</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study develops and validates the Self‐Efficacy for Online Reading Questionnaire (SEORQ), a process‐grounded instrument designed to assess secondary students' self‐efficacy for enacting the core demands of online reading. We generated items from established models of online reading and multiple‐source comprehension and refined them through expert review and content validity analyses, yielding an initial pool of 40 items. We administered the questionnaire to 597 middle‐ and high‐school students and randomly split this sample for exploratory and confirmatory factor analyses. EFA supported a five‐factor structure and retained 34 items representing Task‐Oriented Reading, Locating, Source Evaluation, Integrative Comprehension, and Metacognitive Regulation. CFA demonstrated acceptable model fit, with all items loading significantly on their intended factors. All subscales and the total scale showed strong internal consistency. Using multigroup CFA, we established configural, metric, and scalar invariance across gender and configural invariance across school level, indicating developmental sensitivity in item functioning. We collected an independent sample (n = 268) to examine additional validity evidence. Analyses supported convergent validity with an existing online reading self‐efficacy measure, discriminant validity relative to broader motivational constructs, and predictive validity through significant relations with online reading performance. Overall, the SEORQ advances measurement by aligning self‐efficacy judgments with authentic online reading processes and offers practical utility for research, diagnosis, and formative evaluation in digital literacy instruction. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193225957 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/rrq.70090 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 1 Subjects: – SubjectFull: Reading comprehension Type: general – SubjectFull: Formative evaluation Type: general – SubjectFull: Digital literacy Type: general – SubjectFull: Factor analysis Type: general – SubjectFull: Online reading programs Type: general – SubjectFull: Secondary school students Type: general – SubjectFull: Self-efficacy Type: general – SubjectFull: Questionnaires Type: general Titles: – TitleFull: Developing and Validating an Instrument for Assessing Secondary Students' Self‐Efficacy for Online Reading. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kim, SeongYeup – PersonEntity: Name: NameFull: Lee, Yongjun – PersonEntity: Name: NameFull: Forzani, Elena IsPartOfRelationships: – BibEntity: Dates: – D: 02 M: 04 Text: Apr2026 Supplement 1 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 19362722 Numbering: – Type: volume Value: 61 Titles: – TitleFull: Reading Research Quarterly (John Wiley & Sons, Inc.) Type: main |
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