• Assessment ;
  • Self-assessment;
  • To inform instruction, as inquiry;
  • Motivation/engagement ;
  • Affective influences;
  • Self-efficacy;
  • Struggling learners ;
  • Self-perception, self-concept;
  • To learners in which of the following categories does your work apply? ;
  • Adolescence


This paper introduces a new affective instrument for assessing the reader self-perceptions of students in grades seven through ten. The Reader Self-Perception Scale 2 (RSPS2) builds upon its predecessor, the RSPS, a tool that measures the reading efficacy beliefs of children in grades four through six. New items were created for the RSPS2 to reflect differences in the expectations for adolescent reading. The instrument was piloted on 488 students, revised, and then validates with an additional 2,542 students in the target grades. Factor analytic procedures revealed four factors emerging on the RSPS2. Items for Progress, Observational Comparison, Social Feedback, and Physiological States clustered as expected into scales with reliabilities ranging from .87 to .95. The article includes a description of the instrument, an explanation of its possible uses in assessment, instruction, and research, as well as directions for administration, scoring, and interpretation.