Self-Efficacy Sources, Reading Self-Efficacy, Metacognitive Reading Strategies and Reading Comprehension Performance: A Correlational Study in Saudi EFL Context

2021 ◽  
Vol 7 (2) ◽  
pp. 19-35
Author(s):  
Muhammad Waleed Shehzad ◽  
Ishtiaq Hussain ◽  
Amer Akhtar ◽  
Saadia Fatima
Keyword(s):  
Reading Comprehension ◽  
Self Efficacy ◽  
Reading Strategies ◽  
Structural Equation ◽  
Physiological State ◽  
Positive Association ◽  
Efficacy Beliefs ◽  
Correlational Design ◽  
Metacognitive Reading Strategies ◽  
The Relationship

Abstract The intended aim of this research was to identify the connection of Self-Efficacy Sources (SES) and Metacognitive Reading Strategies (MCRS) with Reading Comprehension (RC) by deploying reading Self-Efficacy Beliefs (SEB) as a mediating construct. A correlational design was utilized. Proportionate stratified random sampling was deployed to select a sample of 383 Saudi EFL university learners. Questionnaires and a reading comprehension test were employed to gather the data. Structural equation modelling was used to test the relationships. Results indicated that SES were substantially associated with SEB except physiological state. Moreover, all the three MCRS showed significant and positive association with SEB. Also, SEB were substantially associated with RC. Regarding mediation, it was discovered that SEB mediated the relationship among SES and RC except one source, i.e., physiological state. Moreover, SEB mediated the association between all the three MCRS and RC. This study provides several implications for learners, teachers, and policymakers. Keywords: Metacognitive Reading Strategies, Self-efficacy Sources, Reading Self-efficacy Beliefs, Reading Comprehension, Saudi EFL Learners

scholarly journals The Interplay of Self-Efficacy Sources and Reading Self-Efficacy Beliefs in Metacognitive Reading Strategies

2020 ◽  
Vol 13 (4) ◽  
pp. 523-544
Author(s):  
Muhammad Waleed Shehzad ◽  
◽  
Tahira Anwar Lashari ◽  
Sana Anwar Lashari ◽  
Md Kamrul Hasan ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Reading Strategies ◽  
Efficacy Beliefs ◽  
Metacognitive Reading Strategies

Online verbal aggression, social relationships, and self-efficacy beliefs

2020 ◽  
pp. 146144482090553
Author(s):  
Paula da Costa Ferreira ◽  
Ana Margarida Veiga Simão ◽  
Nadia Salgado Pereira ◽  
Paula Paulino ◽  
Sofia Oliveira
Keyword(s):  
Social Media ◽  
Interpersonal Communication ◽  
Interpersonal Relationships ◽  
Social Relationships ◽  
Self Efficacy ◽  
Structural Equation ◽  
Verbal Aggression ◽  
Efficacy Beliefs ◽  
Equation Modeling ◽  
The Relationship

This study aims to understand whether the relationships adolescent bystanders of cyberbullying have with the victim and other bystanders and their self-efficacy beliefs may affect their use of aggressive language online. Students (676, Mage = 14.10, SD = 2.74, 55.5% male) answered questions about social media use, self-efficacy to solve cyberbullying situations, interpersonal relationships, and their use of verbal aggression to communicate online. Through structural equation modeling, results demonstrated that having a relationship with the victim or other bystanders mediated the relationship between observing cyberbullying behavior and bystanders’ use of aggressive language online. The effect of observing cyberbullying behavior through having a relationship with the victim or other bystanders was lower than its direct effect on adolescent bystanders’ use of aggressive language. Self-efficacy beliefs mediated the relationship between having a relationship with the victim and other bystanders and adolescents’ use of aggressive language online. Implications for intervention in interpersonal communication online are proposed.

scholarly journals The Relationship of Self-efficacy Sources and Metacognitive Reading Strategies: Mediating Role of Reading Self-efficacy Beliefs

2018 ◽  
Vol 6 (1) ◽  
pp. 99-120
Author(s):  
M. Waleed Shehzad ◽  
Mohd Hilmi Bin Hamzah ◽  
Rafizah Mohd Rawian
Keyword(s):  
Self Efficacy ◽  
Reading Strategies ◽  
Efficacy Beliefs ◽  
Policy Makers ◽  
Main Research ◽  
Mediating Role ◽  
Metacognitive Reading Strategies ◽  
Preparatory Year ◽  
Relationship Of

This research article presents a conceptual model of the proposed study involving a relationship between self-efficacy sources and metacognitive reading strategies by employing reading self-efficacy beliefs as a mediating variable. Initially, this paper provides a brief background of the variables involved in the study. Furthermore, it gives an insight into the problems faced by the Saudi Preparatory Year Programme (PYP) students regarding employing metacognitive reading strategies while reading. There are three main research objectives of the current study. Firstly, to determine the correlation between self-efficacy sources and self-efficacy beliefs. Secondly, to determine the correlation between self-efficacy beliefs and metacognitive reading strategies. Lastly, to determine the mediating role of self-efficacy beliefs between self-efficacy sources and metacognitive reading strategies. Additionally, three hypotheses are generated on the basis of the reviewed literature. Lastly, it is hoped that the findings of this study would be beneficial for the students, teachers, policy makers and syllabus designers.

scholarly journals The Relationship between Female EFL Students' Use of Reading Strategies and Their Reading Self-efficacy

2019 ◽  
Vol 19 (2) ◽  
Keyword(s):  
Self Efficacy ◽  
Reading Strategies ◽  
Reading Strategy ◽  
Efficacy Beliefs ◽  
Instructional Program ◽  
Strategy Use ◽  
Saudi Students ◽  
Efl Students ◽  
Level Problem ◽  
The Relationship

This study investigated the relationship between female EFL students' use of reading strategies and their reading self-efficacy. The participants were 191 female Saudi students majoring in English at Imam Mohammad Ibn Saud Islamic University. Two questionnaires; a reading strategy questionnaire and a reading self-efficacy questionnaire, and retrospective interviews were used to collect data of the study. The analysis of the data showed that female Saudi students used reading strategies at a moderate-frequency level. Problem-solving strategies were used more than global and support strategies. The students also showed a moderate sense of reading self-efficacy. The study further revealed that reading strategy use was significantly positively correlated with reading self-efficacy. A significant statistical difference between high self-efficacious students and low self-efficacious students in the overall use of reading strategies was found. The two groups further differed in the use of the subcategories of reading strategies. In addition, the study showed that the factors that affected students' reading self-efficacy beliefs were teachers' methodology in teaching and their encouragement and feedback, students' grades on exams, and students' ability to comprehend most of reading texts. The study recommends developing students' reading strategy use and reading self-efficacy beliefs while adopting a reading strategy instructional program.

scholarly journals Potential relationship between self-efficacy beliefs and proficiency in grammar among tertiary EFL learners

2020 ◽  
Vol 9 (1) ◽  
pp. 38-44
Author(s):  
Achmad Kholili
Keyword(s):  
Language Learning ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Pearson Product Moment Correlation ◽  
Efl Learners ◽  
English Grammar ◽  
Correlational Design ◽  
The Relationship ◽  
Positive Significant Correlation ◽  
Recent Insight

A multitude of studies on self-efficacy beliefs have been undertaken to date, especially in language learning. However, little evidence is given on looking into the relationship between self-efficacy and English grammar. To this end, the present study goes about identifying to what extent the correlation between learners’ self-efficacy and their achievements in the grammar test is.  Drawing on the correlational design, an English grammar test was administered to the learners to know the learners’ acquaintance with the English grammar. Meanwhile, a self-efficacy questionnaire was performed by the researcher to the learners to figure out to what extent their efficaciousness is. A Pearson-product moment correlation was performed to analyze the relationship between such variables. The result demonstrates that there is a high positive significant correlation between learners’ self-efficacy and their attainments in the grammar test, displayed by r Correlation = +1. This finding brings a recent insight in the field of language learning.

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