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

Boakye, Naomi Adjoa Nana Yeboah

doi:10.4102/rw.v6i1.52

Cited by 27 publications

(34 citation statements)

References 26 publications

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“…Self-efficacy is the affective variant of strategy use and they both influence reading proficiency levels considerably (Boakye, 2015a). High self-efficacy promotes metacognitive awareness and contributes to reading proficiency.…”

Section: Self-efficacy In Readingmentioning

confidence: 99%

Exploring Students’ Reading Profiles to Guide a Reading Intervention Programme

Boakye¹

2017

ELT

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There have been a number of studies on reading interventions to improve students' reading proficiency, yet the majority of these interventions are undertaken with the assumption that students' reading challenges are obvious and generic in nature. The interventions do not take into consideration the diversity in students' reading backgrounds and the specific nature of the challenges. Thus interventions may not address students' specific reading needs. This paper reports on a study that explored students' reading profiles as a needs analysis for an intervention programme to improve the reading proficiency of first-year Sociology students. The aim was to investigate the students' reading backgrounds to determine their specific reading needs. A Likert scale questionnaire with an open-ended section was used to explore the students' reading profiles. The Likert scale questions were analysed quantitatively, while the open-ended questions were analysed qualitatively. In addition, a regression analysis was conducted to determine the correlation between students' use of strategies and their self-efficacy levels. The findings show that a number of students have little reading experience, use inappropriate reading strategies, and have low self-efficacy and poor reading habits. In addition, students identified comprehension, language, vocabulary, length and density of Sociology texts as factors compounding their reading challenges. This paper discusses the implications of these findings in designing an appropriate reading intervention programme for this cohort.

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Section: Self-efficacy In Readingmentioning

confidence: 99%

Exploring Students’ Reading Profiles to Guide a Reading Intervention Programme

Boakye¹

2017

ELT

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“…These factors among others are the students' self-efficacy, reading homework, and high reading, then followed by teaching method, reading frequency at home, and after reading activities. Self-efficacy is the belief that students can take action or succeed in certain situations, in this case being able to read comprehensively [55]. People with high self-efficacy are more likely to view difficult tasks as something that must be mastered because he is very confident with their abilities and does not try to avoid the tasks given to him [56]- [58].…”

Section: Literacy: Some Notionsmentioning

confidence: 99%

Reading Literacy in Moslem-Majority Countries: Evidence from PISA

Yusuf¹

2020

ujer

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Most Moslem-Majority countries nowadays are still facing a low reading literacy rate of their population, even though the first verse revealed in the Quran speaks of the importance of reading in human life. This paper is aimed at portraying reading literacy in the Moslem world and identifying factors influencing this literacy attainment based on PISA studies. The descriptive-comparative analysis is used to depict the students' reading performance of ten Moslem-Majority countries participating in PISA. The result of this study is that most Moslem-Majority countries lag behind the average of OECD countries. Most of the students were not able to demonstrate the ability of the most fundamental knowledge and skills for the 21st century. Because reading literacy is the basis for self-development, the Moslem worlds face the tremendous challenge that less than one percent of students achieved high literacy levels; those are the ones who will live on in a global society; while the rest were at the lowest level who shall show solemn setbacks in applying this ability to extend their knowledge and skills. The factors influencing this ability are situated in the national and community contexts that shape home, classroom, and school activities in reading. This situation then affects the instruction and experiences in student's reading. The result of this comparison contributes to the improvement of education systems among the participating countries. This is also a warning that the Moslem worlds have identical educational problems to prepare the next Moslem generation for a better life facing the challenge of globalization.

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“…Studies have shown that when learners are motivated to read, they are able to make casual inferences and comprehend the implications of the text more fully (Guthrie & Wigfield, 1999). Boakye (2015) states that learners with high self-efficacy levels are motivated to persist for longer, put in more effort and strive to complete a given task.…”

Section: Reading Motivation and Reading Comprehension Achievementmentioning

confidence: 99%

“…Reading, according to Boakye (2011), is a multifaceted skill involving social, affective and cognitive processes. This self-efficacy building strategy was focused on exploiting his actual experience and extant knowledge (Bandura, 1993;Boakye, 2015). His successful attempts to read the first paragraph without giving up made him realise that he was within his zone of ability to read (Vygotsky, 2011: 208) and this new awareness motivated him to read the rest of the comprehension passage.…”

Section: Self-efficacy and Reading Motivationmentioning

confidence: 99%

Strategies for teaching inference comprehension skills to a Grade 8 learner who lacked motivation to read

Moopelwa

Condy

2019

PLING

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In South Africa, there is a dearth of detailed research into the challenges that high-school learners face in reading: many young adults leave school without being able to read effectively. The purpose of this study is of theoretical and educational importance because it investigates effective teaching strategies for inference-making of a Grade 8 boy who lacked reading motivation. The study is based upon an amalgam of pedagogic elements drawn from the works of Bandura, Piaget and Vygotsky. The concepts of reading comprehension, inference-making skills, teaching strategies and the impact of motivation on reading comprehension achievement are linked within the notion of social cohesion. One Grade 8 learner was purposively selected because his pre-test comprehension test results indicated his inference skills demanded particular attention. A mixed-method research approach using both interviews and observations was purposively devised for the project and deployed. Preand post-test results were analysed. He was interviewed a year later to determine whether any long-term improvements were discernible after the intervention programme. The findings suggest that, with explicit teaching, being socially engaged with the text, the learner's intrinsic motivation improved as well as his reading practices and his inference skills.

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

Cited by 27 publications

References 26 publications

Exploring Students’ Reading Profiles to Guide a Reading Intervention Programme

Exploring Students’ Reading Profiles to Guide a Reading Intervention Programme

Reading Literacy in Moslem-Majority Countries: Evidence from PISA

Strategies for teaching inference comprehension skills to a Grade 8 learner who lacked motivation to read

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