About the Measure

Domains Meta-cognition, Perceptions of Self
Key stages Key Stage 1, Key Stage 2
Subscales Difficulty; Competence; Attitude
Description This measure accesses academic self-concept for reading specifically.
Example Are you a good reader?
Link Contact author at j.chapman@massey.ac.nz

Implementation details

No. of items 30
Format Likert
Respondent Self
Scoring Standardised
Time 15
Age 5-10
Cost single purchase Available from a
Cost per child Available from a

Psychometric details

UK norms No
Cronbach's α .70-.85
Test retest Not reported
Inter-rater reliability Not reported
EFA Not reported
CFA 3-factor model
Chi-square(87)= 160.75
Chi-square/df= 1.85
RMS= 0.04
TLI= 0.94
Criterion validity Not reported
Construct validity Diagnostic Survey letter Identification, r= [.17,.22] and word identification, r= [.22,.26]; Progressive Achievement Tests of Reading Comprehension r= [.40,.60]
Concurrent validity Not reported
Predictive validity Not reported
Responsiveness Not reported
Floor/Ceiling Not reported
References Chapman, J. W., & Tunmer, W. E. (1995). Development of young children's reading self-concepts: An examination of emerging subcomponents and their relationship with reading achievement. Journal of Educational Psychology, 87(1), 154-167. doi:10.1037//0022-0663.87.1.154