The Relationship Between Self-Efficacy and Use of Reading Strategies: The Case of Iranian Senior High School Students

Abstract

Reading is an essential skill and probably the most important skill for second language learners to master in academic context (Grabe, 1991). Reading strategies are also inseparable part of all reading activities and tasks. Many different factors may affect one’s knowledge of reading. One of such factors is self-efficacy. The present study aims to investigate the relationship between self-efficacy and use of reading strategies among Iranian senior high school students. 45 senior high school students in Shoushtar (a city in southwest of Iran) were randomly selected to participate in this study. Instruments used in this study were two questionnaires, one of which measured students reading self-efficacy and the other one measured use of reading strategies. The questionnaires items were on a 7-point Likert-type scale. Pearson correlation coefficient was used to investigate the relationship between self-efficacy and use of reading strategies. The result of the study indicated that the participants, on averages felt confident of their capabilities to perform general reading tasks. They also demonstrated an acceptable level of using three different subcategories of reading strategies (metacognitive, cognitive and socioaffective strategies). After computations, it was revealed that reading self-efficacy and overall reading strategies use and subcategories of reading strategies were significantly positively correlated.

Key words: Self- efficacy beliefs; Reading strategies; EFL context