Abstract
The research aims to examine self-efficacy in digital reading among student teachers of primary education focusing on certain variables. The model of the research is descriptive survey model. The data is collected during the 2020-2021 academic year via Google Form. The data is analysed through SPSS 22.0 programme. The analysis showed that the concerned student teachers’ self-efficacy in digital reading is in ‘good’ standards. There is no significant difference in the self-efficacy in digital reading of the students teacher according to gender. However, depending on the grade level variable, the findings show that student teachers' self-efficacy in digital reading has changed significantly. In accordance with this difference, first grade students’ mean of analysis scores in digital reading is lower than those in other grade levels. Finally, the analysis showed that there is no effect of daily internet use in the mean of scores of student teachers’ self-efficacy in digital reading. As a result of the research, it is suggested that more research should be done on self-efficacy in digital reading for academic literature and focus on different education years and different undergraduate programmes. Article visualizations:
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