The Impact of Self-efficacy Perception on Reading Comprehension on Academic Achievement

Abstract

Reading comprehension requires the conscious and cognitive efforts of individual. In this regard, an individual should set up concern on what they read and previous information they have according to reading purposes. As a result of this cognitive effort one can restructure the intellectual development. As well there are interesting approaches improved by combining of the high-level cognitive functions such as interpretation and synthesis with social interactions in the aspect of reading comprehension. The self-efficacy beliefs scale developed by Bandura was adapted to the pedagogy field and accepted as an important variable affecting academic achievement in scientific research. According to the findings, there is positive significant correlation between high achievement and self- efficacy beliefs. In this sense, this study aims to define what variables affect self efficacy beliefs on reading comprehension and in what extent this perception affects academic achievement in language learning process, and to understand what factors are responsible for increasing the individuals’ quality of life. This study examines the impact of self-efficacy belief on reading comprehension on academic achievement in the case of preparatory class students of High School of Foreign Languages of Kyrgyzstan-Turkey Manas University registered in 2011-2012 academic year. In preparatory class, along with main education languages such as Kyrgyz and Turkish, students also learn English, Russian and Chinese as a foreign language. The population with 1485 students was sampled 556 students. Findings are based on answers to survey questions of 556 students obtained through random sampling. In this study factors affecting self-efficacy perception on reading comprehension and foreign language success rate was analyzed by using multivariate statistical techniques.