SavedAdd your journal

Journals / International Journal of Assessment Tools in Education / 2026 / Volume: 9 Issue: 1

Development and Validation of a Reading Self-Efficacy Scale

Gülten Koşar(HATAY MUSTAFA KEMAL ÜNİVERSİTESİ)0000-0002-4687-4382
Yunus Emre Akbana(KAHRAMANMARAŞ SÜTÇÜ İMAM ÜNİVERSİTESİ)0000-0002-5707-3564
Levent Yakar(KAHRAMANMARAŞ SÜTÇÜ İMAM ÜNİVERSİTESİ)0000-0001-7856-6926
Pages
—
Publication Date
2022-03-10
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The developed and validated 16-item reading self-efficacy scale could prompt the university teachers of reading to undertake studies with an eye to examining their students’ reading self-efficacy.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Reading self-efficacy performs a fundamental role in gaining academic achievement in college education.
📊
Key Findings & Data:The data was collected from three distinct groups consisting of a total of 430 students of the departments of English language teaching and English language and literature studying at state universities in Turkey.
💡
Conclusion & Impact:The developed and validated 16-item reading self-efficacy scale could prompt the university teachers of reading to undertake studies with an eye to examining their students’ reading self-efficacy.
🔬Design:Review & Systematic Survey
📍Scope:Comprehensive Sample
⚙️Variables:College students · English language teaching · Reading self-efficacy

Abstract

Reading self-efficacy performs a fundamental role in gaining academic achievement in college education. Review of the related literature unveils that it needs to be enriched by conducting further research on college students’ reading self-efficacy. The paucity of investigations into college students’ reading self-efficacy could have a connection with the lack of a comprehensive reading self-efficacy scale targeting exclusively measuring it. For this reason, this study aims at developing and validating a reading self-efficacy scale which could be used to measure college students’ reading self-efficacy. The data was collected from three distinct groups consisting of a total of 430 students of the departments of English language teaching and English language and literature studying at state universities in Turkey. The findings obtained from exploratory factor analysis revealed that the scale had a unidimensional structure and the ones provided by confirmatory factor analysis confirmed the structure of the scale. The developed and validated 16-item reading self-efficacy scale could prompt the university teachers of reading to undertake studies with an eye to examining their students’ reading self-efficacy.

Özet

Reading self-efficacy performs a fundamental role in gaining academic achievement in college education. Review of the related literature unveils that it needs to be enriched by conducting further research on college students’ reading self-efficacy. The paucity of investigations into college students’ reading self-efficacy could have a connection with the lack of a comprehensive reading self-efficacy scale targeting exclusively measuring it. For this reason, this study aims at developing and validating a reading self-efficacy scale which could be used to measure college students’ reading self-efficacy. The data was collected from three distinct groups consisting of a total of 430 students of the departments of English language teaching and English language and literature studying at state universities in Turkey. The findings obtained from exploratory factor analysis revealed that the scale had a unidimensional structure and the ones provided by confirmatory factor analysis confirmed the structure of the scale. The developed and validated 16-item reading self-efficacy scale could prompt the university teachers of reading to undertake studies with an eye to examining their students’ reading self-efficacy.

🔖

Cite This Article

Koşar, G., Akbana, Y. E., Yakar, L. (2022). Development and Validation of a Reading Self-Efficacy Scale. International Journal of Assessment Tools in Education, Volume: 9 Issue: 1. https://doi.org/10.21449/ijate.894688

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (71)

  1. Afflerbach, P., & Cho, B.Y. (2010). Determining and describing reading strategies: Internet and traditional forms of reading. In H.S. Waters & W. Schneider (Eds.), Metacognition, strategy use, and instruction (pp. 201–225). Guilford.
  2. Ahmadian, M., & Pasand, P.G. (2017). Efl learners' use of online metacognitive reading strategies and its relation to their self-efficacy in reading. Reading Matrix: An International Online Journal, 17(2), 117–132. http://mail.readingmatrix.com/files/17-097to04m.pdf
  3. Bağcı, H. (2019). An investigation of Turkish language and Turkish language and literature teacher candidates’ critical reading self-efficacy (The case of Mehmet Akif Ersoy University). Advances in Language and Literary Studies, 10(4), 14–20. http://dx.doi.org/10.7575/aiac.alls.v.10n.4p.14
  4. Barber, A.T., Buehl, M.M., Kidd, J.K., Sturtevant, E.G., Nuland, L.R., & Beck, J. (2015). Reading engagement in social studies: Exploring the role of a social studies literacy intervention on reading comprehension, reading self-efficacy, and engagement in middle school students with different language backgrounds. Reading Psychology, 36(1), 31–85. https://doi.org/10.1080/02702711.2013.815140
  5. Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
  6. Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares, & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307–337). Information Age Publishing.
  7. Barkley, J.M. (2006). Reading education: is self-efficacy important? Reading Improvement, 43(4), 194–211. https://eric.ed.gov/?id=EJ765527
  8. Blachowicz, C., & Ogle, D. (2008). Reading comprehension: Strategies for independent learners. The Guilford Press.
  9. Boakye, N.A.N.Y. (2015). The relationship between self-efficacy and reading proficiency of first-year students: An exploratory study. Reading & Writing: Journal of the Reading Association of South Africa, 6(1), 1–9. https://doi.org/10.4102/rw.v6i1.52
  10. Browne. M.W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136–162). Sage.
  11. Burrows, L. (2012). The effects of extensive reading and reading strategies on reading self-efficacy [Unpublished Doctoral dissertation, Temple University]. http://dx.doi.org/10.34944/dspace/868
  12. Butterworth, J., & Thwaites, G. (2013). Thinking skills critical thinking and problem solving. Cambridge University Press.
  13. Caprara, G.V., Fida, R., Vecchione, M., Del Bove, G., Vecchio, G.M., Barbaranelli, C., Bandura, A. (2008). Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement. Journal of Educational Psychology, 100(3), 525–534. https://doi.org/10.35569/biormatika.v6i02.773
  14. Carroll, J.M., & Fox, A.C. (2017). Reading self-efficacy predicts word reading but not comprehension in both girls and boys. Frontiers in Psychology, 7, 2056. 1–9. https://doi.org/10.3389/fpsyg.2016.02056
  15. Carter, C.E. (2011). Mindscapes: Critical reading skills and strategies. Cengage Learning.
  16. Cho, E., Roberts, G.J., Capin, P., & Roberts, G. (2015). Cognitive attributes, attention, and self-efficacy of adequate and inadequate responders in a fourth grade reading intervention. Learning Disabilities Research & Practice, 30(4), 159–170. https://doi.org/10.1111/ldrp.12088
  17. Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2014). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları [Multivariate statistics for social sciences: SPSS and LISREL applications] (3rd ed.). Pegem Akademi.
  18. Dallon, B., & Ratner, W. (2002). Reading between the lines: Improve your scores on English & social studies tests. Learning Express, LLC.
  19. Duke, N.K., & Pearson, P.D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S.J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 205–242). International Reading Association.
  20. Fabrigar, L.R., Wegener, D.T., MacCallum, R.C., & Strahan, E.J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272. https://doi.org/10.1037/1082-989X.4.3.272
  21. Ferrara, S.L.N. (2007). Reading fluency and self‐efficacy: A case study. International Journal of Disability, Development and Education, 52(3), 215 231. https://doi.org/10.1080/10349120500252858
  22. Forzani, E., Leu, D.J., Yujia Li, E., Rhoads, C., Guthrie, J.T., & McCoach, B. (2021). Characteristics and validity of an instrument for assessing motivations for online reading to learn. Reading Research Quarterly, 56(4), 1-20, https://doi.org/10.1002/rrq.337
  23. Fung, D., & Macaro, E. (2019). Exploring the relationship between linguistic knowledge and strategy use in listening comprehension. Language Teaching Research. 1–25. https://doi.org/10.1177/1362168819868879
  24. George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. (11.0 update) (4th ed.). Allyn & Bacon.
  25. Ghonsooly, B., & Elahi, M. (2010). Learners' self-efficacy in reading and its relation to foreign language reading anxiety and reading achievement. Journal of English Language Teaching and Learning, 53(217), 45 67. https://www.sid.ir/FileServer/JE/1323201021703.pdf
  26. Grabe, W., & Stoller, F. (2002). Teaching and researching reading. Pearson Education.
  27. Grabe, W., & Stoller, F. L. (2019). Teaching and researching reading. Routledge.
  28. Guthrie, J.T., & Taboada, A. (2005). Fostering the cognitive strategies of reading comprehension. In J.T. Guthrie, A. Wigfield, & K.C. Perencevich (Eds.), Motivating reading comprehension: Concept-oriented reading instruction (pp. 87–113). Lawrence Erlbaum Associates, Inc.
  29. Guthrie, J.T., Wigfield, A., & VonSecker, C. (2000). Effects of integrated instruction on motivation and strategy use in reading. Journal of Educational Psychology, 92(2), 331–341. https://doi.org/10.1037/0022-0663.92.2.331
  30. Graham, S., Woore, R., Porter, A., Courtney, L., & Savory, C. (2020). Navigating the challenges of L2 reading: Self‐efficacy, self‐regulatory reading strategies, and learner profiles. The Modern Language Journal, 104(4), 693 714. https://doi.org/10.1111/modl.12670
  31. Gu, Y. (2019). Approaches to learning strategy instruction. In A. U. Chamot & V. Harris (Eds.), Learning strategy instruction in the language classroom: Issues and implementation (pp. 22–37). Multilingual Matters.
  32. Hair, J.F., Anderson, R.E., Tatham, R.L., & Black, W.C. (2019). Multivariate data analysis (8th ed.). Prentice Hall, Inc.
  33. Hedges, J.L., & Gable, R. (2016). The relationship of reading motivation and self-efficacy to reading achievement. K-12 Education, 31(1). https://scholarsarchive.jwu.edu/k12_ed/31
  34. Hu, L.T., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
  35. Jöreskog, K.G., & Sörbom, D. (2006). LISREL 8.8 for windows [Computer software]. Scientific Software International.
  36. Kakaew, J., & Damnet, A. (2017). Learning strategies model to enhance Thai undergraduate students' self-efficacy beliefs in EIL textual reading performance. Advances in Language and Literary Studies, 8(6), 19–27. http://dx.doi.org/10.7575/aiac.alls.v.8n.6p.19
  37. Karabay, A. (2013). Eleştirel okuma özyeterlik algı ölçeğinin geliştirilmesi [The development of critical reading self-efficacy perception scale]. Turkish Studies – International Periodical For The Languages, Literature, and History of Turkish and Turkic, 8(13), 1107–1122. http://dx.doi.org/10.7827/TurkishStudies.5389
  38. Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge.
  39. Kline, R.B. (2015). Principles and practice of structural equation modeling. Guilford publications.
  40. Kula, S.S., & Budak, Y. (2020). Self-efficacy perceptions scale for reading comprehension of 4th grade students in primary school: Validity and reliability study. Bartın University Journal of Faculty of Education, 9(1), 106 120.,http://dx.doi.org/10.14686/buefad.536885
  41. Li, Y., & Wang, C. (2010). An empirical study of reading self-efficacy and the use of reading strategies in the Chinese EFL context. Asian EFL Journal, 12(2), 144–162. http://70.40.196.162/PDF/June-2010.pdf#page=144
  42. Lorenzo-Seva, U., & Ferrando, P.J. (2006). FACTOR: A computer program to fit the exploratory factor analysis model. Behavioral Research Methods, Instruments and Computers, 38(1), 88-91. https://doi.org/10.3758/BF03192753
  43. Macaro, E. (2019). Language learner strategies and individual differences. In A. U. Chamot & V. Harris (Eds.), Learning strategy instruction in the language classroom: Issues and implementation (pp. 68 80). Multilingual Matters. https://doi.org/10.21832/9781788923415-011
  44. McGuinness, D. (2005). Language development and learning to read. The MIT Press.
  45. McLean, S., & Poulshock, J. (2018). Increasing reading self-efficacy and reading amount in efl learners with word-targets. Reading in a Foreign Language, 30(1), 76–91. https://files.eric.ed.gov/fulltext/EJ1176293.pdf
  46. Meniado, J.C. (2016). Metacognitive reading strategies, motivation, and reading comprehension performance of Saudi EFL students. English Language Teaching, 9(3), 117–129. http://dx.doi.org/10.5539/elt.v9n3p117
  47. Mills, N., Pajares, F., & Herron, C. (2006). A reevaluation of the role of anxiety: Self‐efficacy, anxiety, and their relation to reading and listening proficiency. Foreign Language Annals, 39(2), 276–295. https://doi.org/10.1111/j.1944-9720.2006.tb02266.x
  48. Mullins, L.A. (2018). Personalized texts and second language reading: A study in self-efficacy. [Unpublished Doctoral dissertation, Georgia State University]. https://scholarworks.gsu.edu/mse_diss/70/
  49. Mullins, L.A. (2019). Evaluating target language reading self-efficacy scales: Applying principles gleaned from Bandura’s writings. Reading Matrix: An International Online Journal, 19(2), 1–12.http://www.readingmatrix.com/files/21-1jkbwrqn.pdf
  50. Murad Sani, A., & Zain, Z. (2011). Relating adolescents’ second language reading attitudes, self efficacy for reading, and reading ability in a non-supportive ESL setting. The Reading Matrix, 11(3), 243 254. http://www.readingmatrix.com/articles/september_2011/sani_zain.pdf
  51. Palincsar, A.S., & Brown, A.L. (1986). Interactive teaching to promote independent learning from text. The Reading Teacher, 39(8), 771–777. http://www.jstor.org/stable/20199221
  52. Peura, P.I., Viholainen, H.J., Aro, T.I., Räikkönen, E.M., Usher, E.L., Sorvo, R.M.,. & Aro, M.T. (2019). Specificity of reading self-efficacy among primary school children. The Journal of Experimental Education, 87(3), 496 516. https://doi.org/10.1080/00220973.2018.1527279
  53. R Core Team. (2021). R: A language and environment for statistical computing [Computer software manual]. R foundation for statistical computing. https://www.R-project.org/
  54. Revelle, W. (2020). Psych: procedures for personality and psychological research (Version 2.1.9) [Computer software] https://cran.r-project.org/web/packages/psych/index.html
  55. Ronimus, M., Eklund, K., Westerholm, J., Ketonen, R., & Lyytinen, H. (2020). A mobile game as a support tool for children with severe difficulties in reading and spelling. Journal of Computer Assisted Learning, 36(6), 1011–1025. https://doi.org/10.1111/jcal.12456
  56. Schunk, D.H. (2003). Self efficacy for reading and writing: Influence of modeling, goal-setting and self evaluation. Reading and Writing Quarterly, 19(2), 159 172. https://doi.org/10.1080/10573560308219
  57. Smith, F. (2012). Understanding reading: A psycholinguistic analysis of reading and learning to read. Routledge.
  58. Soland, J., & Sandilos, L.E. (2020). English language learners, self-efficacy, and the achievement gap: understanding the relationship between academic and social-emotional growth. Journal of Education for Students Placed at Risk (JESPAR), 26(1), 1–25. https://doi.org/10.1080/10824669.2020.1787171
  59. Solheim, O.J. (2011). The impact of reading self-efficacy and task value on reading comprehension scores in different item formats. Reading Psychology, 32(1), 1–27. https://doi.org/10.1080/02702710903256601
  60. Şahin, E., & Öztahtalı, İ. (2019).Etkili okuma özyeterlik algı ölçeğinin geliştirilmesi: geçerlilik ve güvenirlik çalişmasi [The development of effective reading self efficacy perception scale: study on the validity and reliability]. Electronic Turkish Studies, 14(4). http://dx.doi.org/10.29228/TurkishStudies.23378
  61. Tabachnick, B.G., & Fidel, L.S. (2007). Using multivariate statistics (5th ed.). Pearson.
  62. Tavakoli, H., & Koosha, M. (2016). The effect of explicit metacognitive strategy instruction on reading comprehension and self-efficacy beliefs: The case of Iranian university EFL students. Porta Linguarum, 25, 119 133. https://dialnet.unirioja.es/descarga/articulo/5412447.pdf
  63. Taylor, A.M. (2014). L1 glossing and strategy training for improving L2 reading comprehension: A meta‐analysis. International Journal of Quantitative Research in Education, 2(1), 39–68. https://doi.org/10.1504/IJQRE.2014.060973
  64. Timmerman, M.E., & Lorenzo-Seva, U. (2011). Dimensionality assessment of ordered polytomous items with parallel analysis. Psychological Methods, 16(2), 209–220. https://doi.org/10.1037/a0023353
  65. Tremblay, P.F., & Gardner, R.C. (1995). Expanding the motivation construct in language learning. The Modern Language Journal, 79(4), 505 518. https://doi.org/10.1111/j.1540-4781.1995.tb05451.x
  66. Unrau, N.J., Rueda, R., Son, E., Polanin, J.R., Lundeen, R.J., & Muraszewski, A.K. (2018). Can reading self-efficacy be modified? A meta-analysis of the impact of interventions on reading self efficacy. Review of Educational Research, 88(2), 167 204. https://doi.org/10.3102/0034654317743199
  67. Venegas, E.M. (2018). Strengthening the reader self-efficacies of reluctant and struggling readers through literature circles. Reading & Writing Quarterly, 34(5), 419–435. https://doi.org/10.1080/10573569.2018.1483788
  68. Zare, M., & Davoudi Mobarakeh, S. (2011). The relationship between self-efficacy and use of reading strategies: The case of Iranian senior high school students. Studies in Literature and Language, 3(3), 98-105. http://dx.doi.org/10.3968/n
  69. Zimmerman, B.J. (2013). From cognitive modeling to self‐regulation: A social cognitive career path. Educational Psychologist, 48(3), 135 147. https://doi.org/10.1080/00461520.2013.794676
  70. Kula, S.S., & Budak, Y. (2020). Self-efficacy perceptions scale for reading comprehension of 4th grade students in primary school: Validity and reliability study. Bartın University Journal of Faculty of Education, 9(1), 106 120.,http://dx.doi.org/10.14686/buefad.536885
  71. Peura, P.I., Viholainen, H.J., Aro, T.I., Räikkönen, E.M., Usher, E.L., Sorvo, R.M.,. & Aro, M.T. (2019). Specificity of reading self-efficacy among primary school children. The Journal of Experimental Education, 87(3), 496 516. https://doi.org/10.1080/00220973.2018.1527279