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

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 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.

Personality's Correlates of Adult Development and Aging

2003 ◽  
Vol 8 (3) ◽  
pp. 131-147 ◽  
Author(s):  
Gian Vittorio Caprara ◽  
Mariagiovanna Caprara ◽  
Patrizia Steca
Keyword(s):  
Personality Traits ◽  
Adult Development ◽  
Self Efficacy ◽  
Age Groups ◽  
Well Being ◽  
Efficacy Beliefs ◽  
Cross Sectional ◽  
Education And Health ◽  
Development And Aging ◽  
And Gender

Three cross-sectional studies examined stability and change in personality over the course of life by measuring the relations linking age to personality traits, self-efficacy beliefs, values, and well-being in large samples of Italian male and female participants. In each study, relations between personality and age were examined across several age groups ranging from young adulthood to old age. In each study, personality constructs were first examined in terms of mean group differences accrued by age and gender and then in terms of their correlations with age across gender and age groups. Furthermore, personality-age correlations were also calculated, controlling for the demographic effects accrued by marital status, education, and health. Findings strongly indicated that personality functioning does not necessarily decline in the later years of life, and that decline is more pronounced in males than it is in females across several personality dimensions ranging from personality traits, such as emotional stability, to self-efficacy beliefs, such as efficacy in dealing with negative affect. Findings are discussed in terms of their implications for personality theory and social policy.

scholarly journals Motivation, self-efficacy beliefs, and speaking anxiety in language MOOCs

ReCALL ◽  
2021 ◽  
Vol 33 (2) ◽  
pp. 143-160
Author(s):  
Zsuzsanna Bárkányi
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
Mixed Methods Research ◽  
Qualitative Data ◽  
Course Completion ◽  
Efficacy Beliefs ◽  
Speaking Anxiety ◽  
Research Questions ◽  
Anxiety Levels

AbstractThis paper examines the role of motivation, anxiety, and self-efficacy beliefs and their interplay with regard to speaking on beginners’ Spanish LMOOCs. It answers three research questions: (1) what are learners’ motivations and goals for joining these LMOOCs and how do these relate to foreign language speaking anxiety; (2) how do learners’ self-efficacy beliefs and anxiety levels change as a result of course completion; and (3) is there a correlation between motivation, foreign language speaking anxiety, and self-efficacy beliefs in this context? A mixed-methods research design used quantitative and qualitative data gathered from self-reflective questionnaires and forum discussions. The results reveal that learners with intrinsic motivation are more likely to complete the courses than those who sign up to manage a personal situation or advance in their career or studies. No direct correlation was, however, found between motivation and the other variables under scrutiny. Learners present higher self-efficacy beliefs at the end of the courses than at the beginning, while anxiety levels are affected to a much smaller degree by course completion. Although spoken interactions in this learning environment are not synchronous, apprehension and anxiety prevent many learners from fully participating in the speaking activities.

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