Reading Self-efficacy Research Articles

Research on the Current Situation and Improvement Strategy of New Media Reading Promotion in University Library

This study explores the effectiveness of reading promotion activities in university libraries with the help of new media. Taking Chongqing C Vocational College as an example, through the study of the relationship between College Students' reading motivation and reading self-efficacy, we can understand the real reading needs and help carry out reading activities. 311 students were selected by purposive sampling for formal questionnaire distribution. 272 valid questionnaires were obtained, and the effective recovery rate was 88%. The SPSS26.0 statistical software was used for item analysis, confirmatory factor analysis, reliability and validity analysis, linear regression analysis and other methods to analyze and verify the data of the effective questionnaire. The research results are as follows: The personal cultivation motivation of Chongqing C College students has a significant positive impact on their reading self-efficacy. The emotional expression engine and reading self-efficacy of Chongqing C College students have a significant positive impact. The motivation for information acquisition and reading self-efficacy of Chongqing C College students have a significant positive impact. The social interaction motivation and reading self-efficacy of Chongqing C College students have a significant positive impact. The motivation for reading interest and self-efficacy of college students at Chongqing C College have a significant positive impact.

Efectos de una instrucción estratégica-autorregulada en el proceso de comprensión y autoeficacia lectora del alumnado de educación primaria

Self-regulation is an important factor in achieving successful reading comprehension. This study analyses the effects of a self-regu¬lated strategy instruction programme versus a control group on reading comprehension performance, time spent applying strategies during the reading comprehension process and reading self-efficacy. The programme com¬prised two conditions (condition 1 and condi¬tion 2) in which the teachers provided direct and explicit teaching of self-regulation strategies before, during and after the reading process. In condition 2, explicit instruction in reading self-efficacy was added. In the control condi¬tion, teachers provided traditional instruction based on reading aloud, sequential reading, text questions and the use of dictionaries. A total of 180 Spanish primary school students from eight different Year 5 and 6 classes (aged 10-12 under the Spanish education system) were either assigned to one of the two experi¬mental conditions (Condition 1: N = 47. Con¬dition 2: N = 47) or to the control condition (N = 86). Pre-test/post-test/follow-up measures were taken (six weeks after the intervention) of reading performance, reading self-effica¬cy and time spent applying self-regulation strategies before, during and after reading through an online assessment. The results showed that the instructional programme had a positive and significant effect in the two ex¬perimental conditions compared to the control group in terms of reading performance and time spent applying self-regulation strategies before and after the reading process. Howev¬er, no statistically significant differences were observed in the time spent applying strategies during reading and in reading self-efficacy, neither between the two experimental condi¬tions nor between the experimental conditions and the control condition. The implications of these results and their contribution to educa¬tional practices are discussed.

Research on the Influence Path of Metacognitive Reading Strategies on Scientific Literacy

This study aims to examine influence paths of three metacognitive reading strategies (metacognitive understanding and remembering strategies, metacognitive summarizing strategies and metacognitive assessing credibility strategies) on scientific literacy, mediated by reading self-efficacy and reading literacy. The dataset included 11,420 15-year-old students from four Chinese provinces (Beijing, Shanghai, Jiangsu and Zhejiang) who took part in the Programme for International Student Assessment (PISA) in 2018. The results of structural equation model showed that metacognitive assessing credibility strategies had the greatest effect on the scientific literacy, and reading literacy played an important mediating role in the relationship between the three metacognitive reading strategies and scientific literacy. The results of the multi-group structural equation model indicated that there were significant differences in influence pathways between boys and girls, and that the reading self-efficacy of boys and girls played a different role in the impact of metacognitive summarizing strategies on scientific literacy. This study reveals the mechanism and gender difference of metacognitive reading strategies on the scientific literacy.

Self-Efficacy and Its Correlation With Reading Comprehension Of Senior High School Students

Self-efficacy becomes one of psychological factor affecting successfully in doing some activities. By having self-efficacy, people can measure themselves in doing some tasks briefly. Self-efficacy is necessary because it influences people’s performance. Self-efficacy in reading comprehension is also called reading self-efficacy. The objective of this study is the researcher wants to know the correlation between self-efficacy and reading comprehension achievement of the eleventh grade Senior high School student. This study uses correlation quantitative research as a research design. The participant of the research was 179 students of eleventh grade of senior high school students in Indonesia. The instruments used were the reading test and self-efficacy questionnaire. For the reading test, the researcher adopted from TOEFL for Junior. Then, for self-efficacy questionnaire, the researcher adapted from MSLQ. The result showed that there was a very low correlation between self-efficacy and reading comprehension with a significance value was .020 and coefficient correlation of .174.

Early Indicators of Good Reading Skill: Grade 3 Learners in Focus, Ethiopia

The article presents early indicators of good reading skills for Grade 3 learners. It employed an explanatory sequential mixed methods design by which quantitative data collection and analysis occurred first, followed by qualitative data collection and analysis. The intention of using this design was that qualitative data would explain and contextualize the quantitative findings. The quantitative part constitutes a non-equivalent control group design in a quasi-experimental approach. It used naturally occurring intact groups that already existed before and after a quasi-experimental treatment occurred to make comparisons between groups. It involved 1,325 Grade 3 learners selected by convenient sampling technique from 10 primary schools. It used a reading achievement test for quantitative data collection in both groups after and before the intervention. It analyzed quantitative data with the help of a t-test and ANCOVA. Under the qualitative part, a multiple case study design was employed via interviews and observation of learners, teachers, and parents. Qualitative data were analyzed thematically. The findings indicated that there was an association between reading achievement and learners’ linguistics skills, schema, motivation, and reading self-efficacy. Therefore, teachers are advised to emphasize early indicators of reading skills in order to make Grade 3 learners more beneficiaries.

Understanding College Students’ Engagement in Mobile Reading for Sustainability in Education: A Case Study from China

Mobile reading is viewed as a promising pathway to reading with sustainable education goals. At present, there have been many studies on the mobile reading of young readers and their reading comprehension by testing their task-based comprehension, but not much attention has been paid to the mobile reading of college students in China and the factors of reading engagement from readers’ perspectives. With the aim to investigate the factors that affect college students’ engagement in mobile reading, this study used interviews with open-ended questions and followed a qualitative content analysis design with an inductive and exploratory approach. The participants of this study were thirty college students with diverse majors out of three universities in Shanghai, China. They were selected from a pre-questionnaire, and these students (N = 30) were chosen from those who read on mobile devices for less than 2 h on average per day (N = 276). The results revealed that the college students perceived a variety of factors affecting their engagement in mobile reading, including the following: four motivational needs (information needs, academic needs, social needs, emotional needs), reading experience, reading efficacy, and reading strategies. It has been assumed that the most common factor that leads to the engagement of college students in mobile reading is the intention to be entertained. The investigation of this study has different results. Even the students who spent the minimum average time mobile reading used it with diverse needs in mind. Nevertheless, students’ reading experience, reading self-efficacy, and reading strategies indicated that sometimes they had difficulties engaging in mobile reading. These difficulties resulted from an imbalance between their needs and their engagement: whether they obtained what they needed. Considering that mobile reading could be an effective way to assist college students’ independent learning and sustainable development in future, it is necessary to understand the factors of mobile reading and rethink how to avoid difficulties to improve the mobile reading engagement of college students.

Chinese undergraduates' English reading self-efficacy, intrinsic cognitive load, boredom, and performance: A moderated mediation model.

Research findings from various academic domains have demonstrated that students' self-efficacy (SE) influences their academic performance while limited studies have explored how foreign language reading SE influences reading performance. The purpose of this quantitative study was to explore the relationship between reading SE, intrinsic cognitive load (CL), boredom, and reading performance. The participants were 272 English-as-a-foreign-language (EFL) learners at a comprehensive university in China, who attended a compulsory English course for improving their English reading and writing proficiency. Data were analyzed through SPSS and structural equation modeling (SEM). The result of the study provided support for the hypothesized relationships. Students' English reading SE is positively related to their reading performance and negatively related to intrinsic CL. Their intrinsic CL during reading comprehension is negatively related to reading performance. Reading boredom is negatively related to reading SE and reading performance but positively related to CL. Furthermore, students' CL mediates the relationship between reading SE and performance while the negative achievement emotion of boredom moderates the relationship between reading SE and CL. The research highlights the importance of cognitive and emotional factors in influencing the relationship between foreign language reading self-efficacy and reading performance. Implications for EFL teachers and researchers are discussed.

Critical Reading Self-Efficacy and Metacognitive Reading Strategies: A Relational Study

Critical reading strengthens students' metacognitive reading strategies and allows them to reflect on their current reading strategies. The relationship between metacognitive reading techniques and critical thinking and reading must be stressed, given that critical thinking is an intentional and self-regulated choice mechanism. The aim of this study was to investigate the relationship between pre-service teachers’ critical reading skills and their use of metacognitive reading strategies. The relational survey model was used and 124 preservice teachers studying at the Turkish Language Education Department of a University located in the east of Turkey participated in this study. Critical Reading Self-Efficacy Perception Scale (CRSPS) and Metacognitive Reading Strategies Questionnaire (MRSQ) were used in data collection tools. The data were analyzed using Pearson Correlation analysis and simple linear regression analysis. The findings showed that there was a positive and significant relationship between the participants’ critical reading perceptions and their use of metacognitive reading strategies. It was determined that the critical reading skills of pre-service teachers should be improved for which educational content should be developed. In addition, the preservice teachers should be offered training metacognitive reading. In order to obtain more in depth information, qualitative or mixed method studies should be carried out in the future.

Understanding Chinese children’s word reading by considering the factors from cognitive, psychological and ecological factors

Reading is a complex activity that is related to factors from the cognitive, ecological, and psychological domains. However, few studies have investigated the mechanisms underlying word learning by including the factors from the three domains in Chinese children. One hundred and ninety-four Chinese first graders completed tasks on cognitive abilities and word reading ability and a questionnaire relating to the psychological domain, their parents answered questionnaires relating to the psychological and ecological domains. The cognitive factors in the present study involved general (i.e., working memory) and reading-specific (i.e., vocabulary and morphological awareness) abilities. As ecological factors, the parent-reported family socioeconomic status (SES) and home literacy environment (HLE) were used to indicate parents’ resource characteristics of the literacy interactions at home. As psychological factors, an overall mental status was measured by the Conners’ Parent Rating Scale-Revised and reading self-efficacy were used to indicate children’s demand and force characteristics in the literacy interactions. The results of path analysis showed that, after controlling for age and nonverbal intelligence, the reading-specific cognitive abilities had a direct effect on word reading. Working memory, HLE, and reading self-efficacy contributed to word reading through the reading-specific cognitive abilities. Family SES facilitated HLE, which subsequently benefited the reading-specific cognitive abilities, and then assisted word reading.

Determining the Effect of University Students' Technology Usage Levels on Digital Reading Self-Efficacy

It was aimed to determine the effect of technology use levels of university students studying in the field of health on their digital reading self-efficacy and to examine them according to different variables, in this study. The screening model was determined for the research model and the data were obtained by convenience sampling method. The sample group consists of 461 (372 female-89 male) students studying in the field of health at Sivas Cumhuriyet University. The research data were obtained by applying the "Reliability of the Technology Usage Scale" developed by Zincirkıran and Tiftik (2014) and the "Digital Reading Self-Efficacy Scale" developed by Akkaya and Çıvgın (2020). Descriptive statistics, independent groups t-test, ANOVA, Tukey, CFA, and SEM techniques were used in the analysis of the data obtained. It was determined that students' technology use levels differed significantly in terms of internet usage time, digital reading self-efficacy in terms of grade level, branch, and internet use time variables, according to the research findings. In addition, it was determined that students' technology use levels had a positive effect on their digital reading self-efficacy levels and predicted all their factors.

The Associations between Metacognitive Reading Strategies and Critical Reading Self-Efficacy: Mediation of Reading Motivation

The aim of this study is to test the mediation of reading motivation between preservice teachers' metacognitive reading strategies and critical reading self-efficacy. For this purpose, a sample of 482 preservice teachers studying at the education faculty of a state university located in a city center in the Central Black Sea Region in the spring semester of the 2019-2020 academic year. Participants were determined by convenience sampling method. Self-efficacy Perception Questionnaire about Critical Reading Skills, Metacognitive Reading Strategies Scale and Adult Reading Motivation Inventory were used as data collection tools. In the analysis of the data, mediation analysis was performed with the Pearson Product-Moment correlation analysis using the Jamovi software. In the findings obtained, it was found that there were positive and highly significant relationships between dependent, independent and mediator variables. Metacognitive reading strategies were found to be significant predictors of reading motivation and critical reading self-efficacy. In addition, reading motivation was found to be a significant predictor of critical reading self-efficacy. According to the findings of the mediation analysis carried out as a result of provided these assumptions, it has been revealed that reading motivations have a partial mediating role between preservice teachers' metacognitive reading strategies and critical reading self-efficacy. In conclusion, reading motivation explains some of the relationship between metacognitive and critical reading.

Teacher Reading Motivation: Factors and Latent Profiles

ABSTRACT This study investigated reading motivation among teachers in PK–12 schools. Teachers (N = 1,052) from across the U.S. completed the Adult Reading Motivation Scale. Researchers used exploratory structural equation modeling and found five factors, namely Importance of Reading (IR), Reading for Recognition (RR), Reading for Occupational Effectiveness (RO), Reading Challenge (RC), and Reading Self-Efficacy (RSE). Further latent profile analysis yielded five profiles of teachers’ reading motivation: (a) the group labeled AVG (n = 528) had close to average scores on all five factors; (b) the latent profile labeled AA-Low RR (n = 302) had overall above-average factor scores except for RR; (c) an AA-High RR (n = 77) group with overall above-average scores and the highest mean RR scores; (d) a BA-Low RSE group (n = 79) with overall below-average factor scores and the lowest mean RSE scores; and (e) a BA-Low IR group (n = 61), the smallest group, with below-average factor scores on all indicators and the lowest mean IR scores. Ethnicity, educational attainment, years of experience, grade level, and subject area differed significantly across profiles. Findings are interpreted through the lenses of self-determination theory. Implications for teacher education and PK–12 professional learning are discussed.

Gaps in College Student Reader Identity: Issues of Reading Self-determination and Reading Self-efficacy

ABSTRACT How a student perceives or identifies themselves as a reader is their reader identity. There is a dearth of research on college student reader identity. Using assignment artifacts as data, we conducted a narrative inquiry analysis seeking evidence of the students’ reading self-efficacy, reading self-determination, reading self-regulation, reading success, and reading competency as indicators of reader identity. We found the students expressed lower levels of reading self-efficacy, struggled with reading self-regulation, and lacked reading self-determination. We also found lower reading success levels and few reading competency indicators. Interpreting the results, we concluded that the students tended not to hold a reader identity and, therefore, typically do not embrace reading as part of their intrinsic desire to learn.

Determination of English Self-Efficacy Beliefs of Sports Sciences Students

This study considers exploring self-efficacy beliefs of students from the Faculty of Sports Sciences by focusing on their awareness in four skills (reading, listening, speaking, writing) in foreign language learning. Most of the studies in language learning examine students from language classes, and correspondingly, language learning studies with other students from other disciplines are less researched. Emphasizing the prominence of students’ own beliefs and the impact of the beliefs in learning English as a target language, the study focuses on two research questions: first, what self-efficacy beliefs of students from the Faculty of Sports Sciences have on four foreign language learning skills, and second, to what extent there is a meaningful difference between demographic variables and students’ self-efficacy beliefs in achieving English four basic skills. The scarcity of the researches of learning English in sports discipline in Turkish universities and the observation of the anxiety and demotivation of students from sports departments inspired the researcher to investigate the connection between demographic features and self-efficacy beliefs. To achieve the objectives, both quantitative and qualitative methods have been applied. The findings displayed that Sports Sciences students mostly regard English as a course but not a communication tool to be needed in their future, and the students have more positive beliefs of self-efficacy in reading in English. Furthermore, while gender, class, and previous English experience variables do not have significant effects on English self-efficacy beliefs, the significant differences were determined with the department, father’s education level, mother’s education level, and English course grade variables.

IMPLEMENTING THE TEACHING OF TRANSFORMATIVE LEARNING TO IMPROVE UNIVERSITY STUDENTS’ READING SELF-EFFICACY IN CHINA

This paper aims to investigate the implementation of the teaching of transformative learning to improve students’ reading self-efficacy at university in China. The study used a questionnaire on reading self-efficacy as the research instrument to survey 85 non-English students’ reading self-efficacy. A comparison of the pre- and post-test mean scores of the students reading self-efficacy using Wilcoxon Signed Ranks Test indicated a significant difference with the introduction of the teaching of transformative learning in improving the students’ reading self-efficacy. The three main features of the teaching of transformative learning include (1) using critical reflection to change students’ thinking and improve their self-efficacy, (2) using rational discourse to change students’ psychological state, and (3) using peaceful and equal classroom atmosphere to enhance dialogue and students’ self-efficacy to build an environment that is congruent with the learners’ learning expectancy.

The Relationship Between Reading Self-Efficacy and Perceived Use of Reading Strategies Among Saudi EFL Students

This study aimed to explore the relationship between reading self-efficacy and perceived use of reading strategies among Saudi EFL senior high school female students. With a correlational research design, the study data were collected by administrating two questionnaires: The Reader Self-Perception Scale (RSPS) questionnaire adapted from Henk & Melnick (1995), and the Survey of Reading Strategies (SORS) adapted from Li & Wang (2010). The two instruments were administrated to 90 Saudi senior high school female students randomly selected from three different public schools in Riyadh, Saudi Arabia. The data were analyzed using Pearson correlation coefficient and regression analysis to determine the relationship between self-efficacy and EFL learners’ perceived use of reading strategies. The study findings revealed how Saudi senior high school students possessed more low and moderate levels than high levels of reading self-efficacy, and that metacognitive processes were the most frequently used strategies among cognitive and compensation strategies. In addition, a positive relationship between students’ reading self-efficacy and perceived use of reading strategies was detected. Pedagogical implications of the study findings and its recommendations were presented and discussed.

Reading Self-Efficacy: Is There a Relationship between Progress and Psychological States

Reading involves a complex process of simultaneously extracting and constructing meaning through the reader’s interaction and involvement with written language. Readings is often a self-guided behavior, readers need self-efficacy as a key motivator for reading(McLean and Poulshock 2018). Self-efficacy in reading is conceived as readers’ belief in their abilities to accomplish desired outcomes (Ortlied & Schatz, 2020). Studies have shown that self-efficacy is significantly positively related to reading comprehension performance(Li and Wang 2010, Shehzad, Alghorbany et al. 2019). While correlational research on self-efficacy and reading comprehension has been plentiful, less abundant are studies exploring factors influencing readers’ self-efficacy. This study is done to explore factors that influence EFL reader self-efficacy. A total of 660 non-English major undergraduate students at a Chinese university participated the study. A 5 Likert scales questionnaire on reading self-efficacy was used as an instrument to collect data. The scale used are: 1- strongly disagree; 2-disagree; 3-undecided; 4-agree; 5-strongly agree. The questionnaire was adapted from the Reading Self-Efficacy Scale (RSES) by Kassem (2013). Two factors – progress (14 items) and psychological states (12 items) were the same as RSES. Findings revealed that there are correlations for progress and positive psychological states. Findings also showed that there are correlations for progress and negative psychological states. These findings bear implications in the teaching of reading among undergraduates so that readers’ self-efficacy can be improved to gain progress in their reading experience in universities.

Perceived teacher autonomy support for adolescents' reading achievement: The mediation roles of control-value appraisals and emotions.

Analyzing students’ internal cognitive-motivational appraisals and achievement emotions is of pivotal importance for educational outcomes and student individual wellbeing, yet little is shown about their associations with teacher autonomy support. This study investigates the relationship between perceived teacher autonomy support and reading achievement by addressing mediating influences of control and value-related constructs, i.e., reading self-efficacy, meaning in life, and reading enjoyment. Multiple mediation modeling was adopted to test the proposed model with carrying out a total of 12,058 students from 361 schools in China in the Programme for International Student Assessment (PISA) 2018 reading database. The results elucidated that student-perceived teacher autonomy support is significantly positively related to adolescents’ reading outcomes by fostering internal control and value appraisals and academic enjoyment. These current findings confirm the positive correlation between teacher autonomy support and adolescents’ motivational and emotional factors, providing significant practical implications for educators to adopt various teaching strategies to enhance adolescents’ self-efficacy, intrinsic values, and positive emotions.

Why do girls do better? Unpacking South Africa’s gender gap in PIRLS and TIMSS

South Africa exhibits one of the largest pro-girl gaps in education, yet the reasons behind this gap are poorly understood. This paper analyses South Africa’s pro-girl gap in Grade 4 reading and Grade 5 mathematics achievement. I make use of Oaxaca-Blinder decomposition analysis to decompose the observed gender gaps into their explained and unexplained components, separately by school socio-economic quintile. This approach allows me to present new evidence that part of the country’s pro-girl gaps in reading and mathematics are due to girls progressing through the early grades faster than boys. I also find that South African girls score higher on the constructs aimed at tapping student attitudes toward reading (reading self-efficacy and enjoyment, and engagement in reading lessons), and that these differences contribute significantly to the pro-girl gap in PIRLS reading achievement. Interestingly, despite outperforming boys in the TIMSS mathematics assessment, South African girls do not display more positive attitudes toward mathematics. The results suggest much more needs to be done to understand the reasons behind boys’ disadvantage in the early grades, since much of the pro-girl achievement gap in Grade 4 reading and Grade 5 mathematics can be attributed the pro-girl advantage in grade completion in earlier grades.

The Impact of Self-Regulated Strategy Development on Enhancing Saudi Female English majors’ Reading Comprehension Skills and Self-Efficacy

The present study investigated the impact of self-regulated strategy development reading intervention on improving Saudi female English majors’ reading skills and reading self-efficacy. The study is significant with respect to its implication for the pedagogy of English as a foreign/second language that hopefully may broaden insights into the self-regulated reading process and reading self-efficacy among Saudi female university students. The study addressed three main research questions: (1) What is the effect of self-regulated strategy development on enhancing first-year Saudi female English majors’ reading comprehension skills? (2) What is the impact of self-regulated strategy development on enhancing first-year Saudi female English majors’ reading self-efficacy? (3) What is the relationship between enhancing students’ reading comprehension skills and reading self-efficacy? Based on the quasi-experimental design, two intact classes of first-year EFL English majors at the college of languages and Translation, Imam University, were randomly assigned into two groups (control and experimental). The experimental group students (N=40) were taught using the self-regulated strategy development, while the control group (N=40) students were taught using the traditional teaching method. The research data were collected from two equivalent reading comprehension tests (pre-and post-tests) and a reading self-efficacy scale. The results revealed statistically significant differences between the two groups’ mean scores on the post-tests in favor of the experimental group. Results also indicated an enhancement in the experimental group students’ reading comprehension skills and subskills, and reading self-efficacy. Pedagogical implications for reading instruction and recommendations for future studies are discussed.