THE CORRELATION OF SELF-EFFICACY AND LEARNING MOTIVATION WITH STUDENTS' ENGLISH READING COMPREHENSION

Dino Dharma Diansyah; M. Fajru Sidqi

doi:10.30998/inference.v9i2.4180

Authors

Dino Dharma Diansyah Pekalongan University Author
M. Fajru Sidqi Author

DOI:

https://doi.org/10.30998/inference.v9i2.4180

Keywords:

self-efficacy, learning motivation, reading comprehension

Abstract

Reading comprehension is a fundamental component of English language learning. However, many students continue to face challenges in comprehending English texts. This study aimed to investigate the correlation between self-efficacy and students’ English reading comprehension and to examine the correlation between learning motivation and students’ English reading comprehension. The population of this study consisted of eighth-grade students at SMP Negeri 1 Kedungwuni, with 36 students selected as the research sample. A quantitative correlational design was employed. Data were collected through self-efficacy and learning motivation questionnaires and a reading comprehension test. The collected data were analyzed using the Pearson Product-Moment Correlation technique after meeting the assumptions of normality and linearity. The findings revealed significant positive correlations between self-efficacy and reading comprehension (r = .817, p < .001) and between learning motivation and reading comprehension (r = .782, p < .001). Self-efficacy showed a stronger correlation with students’ English reading comprehension than learning motivation. The results emphasize the important role of psychological variables in supporting reading success. Future studies may involve larger samples and different educational contexts.

Downloads

Download data is not yet available.

References

Alturki, U., & Aldraiweesh, A. (2024). The impact of self-determination theory: The moderating functions of social media (SM) use in education and affective learning engagement. Humanities and Social Sciences Communications, 11(1). https://doi.org/10.1057/s41599-024-03150-x

Basileo, L. D., Otto, B., Lyons, M., Vannini, N., & Toth, M. D. (2024). The role of self-efficacy, motivation, and perceived support of students’ basic psychological needs in academic achievement. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1385442

Fitria, M. F., Usadiati, W., & Rusfandi, R. (2024). Exploring the multifaceted influence of affective factors on English reading comprehension among senior high school students. Psychology, Evaluation, and Technology in Educational Research, 6(2). https://doi.org/10.33292/petier.v6i2.221

Kusumarasdyati, K. (2023). Reading comprehension in EFL: An overview. In Proceedings of the International Conference on Education, Language, and Literature (pp. 782–791). https://doi.org/10.2991/978-2-38476-008-4_84

Meldawati, F., Hanim, A., & Hamid, A. (2023). Students’ strategies and self-efficacy in reading comprehension. Journal of Language Learning and Assessment, 1(1).

Tiwery, Y., & Tiwery, D. S. (2024). The difficulties of reading English text among junior high school students: A descriptive qualitative study at SMP Negeri Weet. Jurnal Pendidikan Tambusai, 8(3), 2214–2222.