The Correlation Between Self-Efficacy and Students’ Reading Ability

Abstract

This correlational quantitative study aimed to examine the relationship between self-efficacy and the English reading comprehension ability of ninth-grade students in Class IX-C at SMPN 2 Kemlagi. The study was motivated by students’ low levels of self-confidence and high levels of reading anxiety, particularly in a developing school context with limited literacy resources. The participants consisted of 32 students selected using a cluster random sampling technique. Self-efficacy data were collected through a closed-ended questionnaire using a five-point Likert scale, which had been tested for validity and reliability. Meanwhile, data on students’ reading ability were obtained from documentation of their original Mid-Semester Examination (UTS) scores in English. Descriptive and inferential analyses using the Pearson Product-Moment correlation revealed a statistically significant positive relationship between self-efficacy and reading ability (r = 0.419; p = 0.017 < 0.05). The t-test further supported this finding (tcalculated = 2.530 > ttable = 2.042), leading to the rejection of H₀ and acceptance of Hₐ. The resulting simple linear regression equation was Y = 51.909 + 0.328X, with a coefficient of determination (R²) of 0.176. This indicates that self-efficacy contributed 17.6% to students’ reading ability, while the remaining 82.4% was influenced by other linguistic, pedagogical, and environmental factors. The study concludes that strengthening students’ psychological resources, particularly self-efficacy, may help reduce affective barriers and support more effective cognitive processing during reading comprehension.