The Role of Self-Efficacy Beliefs in Reading Comprehension Performance

Self-efficacy has been a well-researched topic for the past few decades. The role of self-efficacy in reading comprehension performance has been explored extensively. The basic objective of this literature review paper is to draw attention to studies conducted in the last twelve years regarding the role of self-efficacy in reading comprehension achievement. Previous reviews have focused on the relationships between self-efficacy and a diverse range of academic achievements. However, there is a dearth of reviews on the relationship between self-efficacy and reading performance. A total of thirty-four studies were reviewed based on two key aspects, firstly, ¿variables¿ and secondly, ¿research design¿. Variables included the context of studies, gender, grade level, socio-economic status, and ethnicity, whereas, research design included research approaches, longitudinal studies, pre-test, and post-test research design, and mediation effect of self-efficacy and other variables. This study also provides recommendations for future research regarding self-efficacy and reading comprehension performance.