The purpose of this study was to investigate the relations between
teacher and student efficacy beliefs and outcome expectancies as they
pertained to four reading comprehension strategies and classroom
practices. Specifically, the study investigated whether relations
existed between sixth, seventh, and eighth grade learners' and their
teachers' efficacy beliefs and outcome expectancies and whether student
perceived efficacy beliefs were predictors of reading comprehension
achievement as measured by a reading comprehension subtest score on a
state standardized test. Significant similarities were noted between
teacher and student efficacy beliefs concerning cooperative learning.
Further results indicated that when grades six, seven, and eight were
combined, student efficacy beliefs about prior knowledge, self
monitoring, and graphic organizers were found to positively correlate
with reading comprehension achievement.