The Affective Factors that Influence the Academic Reading Self-Perceptions of African American Males in Grades 3, 4, and 5


Dana J. Jobe

Document Type


Degree Name

Doctor of Education (Ed.D)


Curriculum and Instruction

Date of Award

Spring 2016


This researcher investigated the differences in reader self-perception among African American males in Grades 3, 4, and 5. The purpose of this study was to determine if differences exist among African American males in Grades 3, 4, and 5 in reading self-perceptions involving observational comparison, social feedback, physiological states, and progress. The instrument used in this investigation was the Reader Self-Perception Scale, which measures reading progress, observational comparison, social feedback, and physiological states. African American male students from a single school in an urban area participated in the study. The one-way analysis of variance (ANOVA) was used to analyze the data. Post hoc tests were conducted if the ANOVA generated a main effect. The Tukey was selected to evaluate pairwise differences among the three grade level groups, after ascertaining the equality of variances between groups. Effect sizes were calculated for each comparison using the eta-square obtained during the ANOVA procedure. For the progress, observation comparison, and physiological states no statistical significances differences occurred between the African American male. Statistical significance occurred with only the readers’ social feedback scale by grade with a medium effect size. Further research on African American readers’ self-perceptions is needed for gaining additional valuable information on how educators and the nation can improve and change the educational outcomes of African American males.


Jennifer Dyer-Sennette

Subject Categories

Education | Elementary Education