Goals for Reading and Self-Efficacy among College Students

Abstract

The purpose of this quantitative non-experimental descriptive-correlational study was to determine the significant influence of goals for reading towards self-efficacy of college students on campuses of a particular university. Researcher-made questionnaires on the two variables validated by the experts and subjected to pilot testing for reliability tests were conducted among college students in a specific private college. Then these questionnaires were administered considering a stratified random sample of 339 students. Data analysis tools used were weighted mean, Pearson-r, and regression analysis to test the hypotheses. The results showed that all reading goals, curiosity, involvement, importance, recognition, grades, and competition are all at a high level. Moreover, all the indicators of self-efficacy, to wit, identifying learning needs and setting goals, selecting learning resources and materials, seeking social assistance, organizing the learning process and environment, monitoring, evaluating, and transferring acquired skills or information to other contexts are also in high level. Further, it was found that there was a significant relationship between goals for reading and self-efficacy. In contrast, domains of goals for reading that significantly influence self-efficacy are importance and competition, while the rest of the domains do not considerably influence self-efficacy. Through this research, the reading goals, as it influenced students’ reading self-efficacy, which in turn resulted in greater reading milestones and academic achievement and would help educators enhanced their instructional management abilities.