The relationship between self-efficacy and reading proficiency of first-year students: An exploratory study

Naomi A.N.Y Boakye

doi:10.4102/rw.v6i1.52

Abstract

Self-efficacy, which is the belief about one’s ability to perform a task successfully, has been widely acknowledged as important in learning. This affective factor, though not explicitly evident, has been said to play an important role in academic performance. However, its role in reading development has not been widely investigated. To determine the relationship between self-efficacy and reading proficiency, a study was conducted with first-year students in a South African tertiary institution. Students’ self-efficacy levels were elicited through a questionnaire and their reading proficiency was obtained through the Test of Academic Literacy levels (TALL), which essentially assesses reading proficiency. An analysis of variance showed a robust relationship between reading self-efficacy and reading proficiency for this cohort of students. Regression analysis conducted with other affective factors showed self-efficacy as the best predictor of students’ reading proficiency. Results are discussed as they relate to previous research and recommendations are made to include the development of self-efficacy in reading instruction.

Highlights

It has been widely acknowledged that self-efficacy, which is the belief in one’s ability to successfully perform a task, plays an important role in learning (Amil 2000; Bandura 1986; Liem, Lau & Nie 2008; Loo & Choy 2013; Pajares 2000; Schunk 1991; Williams & Takaku 2011). Pajares (2000) asserts that a learner’s self-efficacy influences his or her academic performance
Using the ANOVA test a robust relationship was found between self-efficacy and reading proficiency directly, and indirectly through the students’ home language
Given the important role that self-efficacy plays in reading and in learning in general, it is recommended that reading instruction programmes should include the development of self-efficacy by focusing on learning goals, providing feedback on progress, developing explicit strategy instruction, giving praise and rewards and using disciplinespecific texts where possible

Summary

Introduction

It has been widely acknowledged that self-efficacy, which is the belief in one’s ability to successfully perform a task, plays an important role in learning (Amil 2000; Bandura 1986; Liem, Lau & Nie 2008; Loo & Choy 2013; Pajares 2000; Schunk 1991; Williams & Takaku 2011). Pajares (2000) asserts that a learner’s self-efficacy influences his or her academic performance. Various research studies have emphasised the role of self-efficacy in learning, its role in relation to reading development has not been widely investigated. This could be due to the fact that reading researchers and instructors are more concerned about the explicit, cognitive aspects of reading, such as the use of strategies for comprehension. As learning is largely dependent on reading, the relationship between self-efficacy and reading proficiency should be a high point of focus in education. This is not the case, as the influence of self-efficacy in reading development has been largely ignored

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