Metacognitive reading strategies in learning disability: Relations between usage level, academic self-efficacy and self-concept

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

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Investigation of the Relationship between Academic Self-Concept and Academic Self-Efficacy of University Students Receiving Sports Education

Journal of Educational Issues ◽

10.5296/jei.v7i3.19269 ◽

2021 ◽

Vol 7 (3) ◽

pp. 68

Author(s):

Isa Doğan ◽

Gamze Durmuş

Keyword(s):

University Students ◽

Self Efficacy ◽

Personal Information ◽

Pearson Correlation ◽

Self Concept ◽

Test Analysis ◽

Grade Levels ◽

Significant Difference ◽

The Relationship ◽

Academic Self Efficacy

In this study, it was aimed to examine the relationship between Academic Self-Concept and Academic Self-Efficacy of university students studying in the field of sports sciences. The population of the research consists of a total of 619 students from the 2nd, 3rd, and 4th grades of Karabük University Hasan Doğan School of Physical Education and Sports, while the sample group consists of a total of 241 students, 88 of whom are female and 153 are male. “Personal Information Form”, “Matovu Academic Self-Concept Scale” developed by Liu and Wang (2005) and later adapted for university students by Matovu (2014) and adapted into Turkish by Cantekin and Gökler (2019), and the “Academic Self-Efficacy Scale” developed by Kandemir (2010) were used as data collection tools in the research. The data obtained were analyzed with the SPSS-24 Package Program. At the same time, Pearson correlation analysis, Independent-Samples t-test analysis, One-Way ANOVA (One-Way Analysis of Variance), Tukey multiple comparison were used in the analysis and interpretation of the data. While there is a significant difference between the Academic Self-Efficacy Scale (ASES) and Self-Efficacy for Academic Effort, one of its sub-dimensions, according to the gender of the students, there is no significant difference between it and the other sub-dimensions. According to the grade levels of the students, there is a significant difference between the total of ASES and Self-Efficacy for Handling Academic Problems, one of its sub-dimensions, while there is no significant difference between it and other sub-dimensions.

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Hubungan antara academic self-concept dan academic self-efficacy dengan flow pada mahasiswa Universitas X

Jurnal Psikologi Ulayat ◽

10.24854/jpu90 ◽

2020 ◽

Vol 6 (2) ◽

pp. 117-134

Author(s):

Teguh Lesmana

Keyword(s):

Self Efficacy ◽

Self Concept ◽

Academic Self Efficacy

Perasaan tertekan dan tidak fokus saat kuliah dapat dialami oleh mahasiswa dan mengindikasikan kurangnya flow dalam diri mahasiswa. Academic self-concept dan academic self-efficacy merupakan variabel yang diduga dapat berhubungan dengan flow pada mahasiswa. Tujuan penelitian ini adalah untuk mengetahui hubungan antara academic self-concept dan academic self-efficacyterhadap flow. Studi kuantitatif ini menggunakan kuesioner untuk pengambilan data, dengan jumlah partisipan sebanyak 108 mahasiswa universitas X. Hasil penelitian menunjukkan terdapat hubungan yang signifikan antara academic self-concept dan academic self-efficacy terhadap flow pada mahasiswa. Terdapat juga hubungan yang signifikan antara academic self-concept dan academic self-efficacy dengan IPK mahasiswa, sedangkan flow tidak terbukti berhubungan dengan IPK.

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Epidemiologic assessment of self-concept and academic self-efficacy in Iranian high school students: Multilevel analysis

Journal of Education and Health Promotion ◽

10.4103/jehp.jehp_445_20 ◽

2020 ◽

Vol 9 (1) ◽

pp. 315

Author(s):

Saharnaz Nedjat ◽

Zahra Hosseinkhani ◽

Hamidreza Hassanabadi ◽

Mahboubeh Parsaeian

Keyword(s):

High School ◽

High School Students ◽

Multilevel Analysis ◽

Self Efficacy ◽

Self Concept ◽

School Students ◽

Academic Self Efficacy ◽

Iranian High School Students

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

International Journal of Instruction ◽

10.29333/iji.2020.13433a ◽

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

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Self-Concept, Attributional Style and Self-Efficacy Beliefs of Students with Learning Disabilities with and without Attention Deficit Hyperactivity Disorder

Learning Disability Quarterly ◽

10.2307/1511280 ◽

2002 ◽

Vol 25 (2) ◽

pp. 141-151 ◽

Cited By ~ 93

Author(s):

Waheeda Tabassam ◽

Jessica Grainger

Keyword(s):

Learning Disabilities ◽

Attributional Style ◽

Self Efficacy ◽

Efficacy Beliefs ◽

Self Concept ◽

Students With Learning Disabilities ◽

Hyperactivity Disorder ◽

Students With Ld ◽

Academic Self Efficacy ◽

Typically Achieving

A considerable comorbidity, ranging from 40% to 80%, has been reported in the literature between learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). This study examined how students with LD and students with comorbid ADHD (LD/ADHD) differ from typically achieving peers in self-concept, self-efficacy beliefs and attributional style. The study also explored the relationship between academic self-concept, academic self-efficacy beliefs and academic-attributional style. Both students with LD and students with LD/ADHD reported significantly lower scores on academic self-concept, academic attributional style and academic self-efficacy beliefs than typically achieving peers. No significant differences were found between students with LD and with LD/ADHD on these variables. However, the LD/ADHD group reported significantly lower scores on peer-relation self-concept than the other two groups. Results revealed that the academic self-perceptions of students with learning disabilities were not significantly influenced by their comorbidity with ADHD. The correlational analysis demonstrated a close relationship between self-concept, self-efficacy beliefs and attributional style. The need for further research and implications for self-concept enhancement of students with LD and with LD/ADHD are discussed.

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