Available online at www.sciencedirect.

com

Procedia - Social and Behavioral Sciences 70 (2013) 375 – 386

Akdeniz Language Studies Conference 2012

The impact of self-efficacy perception on reading

comprehension on academic achievement

High School of Foreign Languages, Mira prospect, Bishkek 720044, Kyrgyzstan

Abstract

Reading comprehension requires the conscious and cognitive efforts of individual. In this regard, an individual should
set up concern on what they read and previous information they have according to reading purposes. As a result
of this cognitive effort one can restructure the intellectual development. As well there are interesting
approaches improved by combining of the high-level cognitive functions such as interpretation and synthesis with
social interactions in the aspect of reading comprehension. The self-efficacy beliefs scale developed by Bandura
was adapted to the pedagogy field and accepted as an important variable affecting academic achievement in scientific
research. According to the findings, there is positive significant correlation between high achievement and self-
efficacy beliefs. In this sense, this study aims to define what variables affect self efficacy beliefs on reading
comprehension and in what extent this perception affects academic achievement in language learning process, and to
understand what factors are responsible for increasing This study examines the impact
of self-efficacy belief on reading comprehension on academic achievement in the case of preparatory class students
of High School of Foreign Languages of Kyrgyzstan-Turkey Manas University registered in 2011-2012 academic
year. In preparatory class, along with main education languages such as Kyrgyz and Turkish, students also learn
English, Russian and Chinese as a foreign language. The population with 1485 students was sampled 556 students.
Findings are based on answers to survey questions of 556 students obtained through random sampling. In this study
factors affecting self-efficacy perception on reading comprehension and foreign language success rate was analyzed
by using multivariate statistical techniques.

© 2012
2012The Authors.by
Published Published
ElsevierbyLtd.
Elsevier Ltd. Open
Selection and/or peer-review
access under responsibility
under CC BY-NC-ND license. of ALSC 2012
Selection and peer-review under responsibility of ALSC 2012
Keywords: Reading comprehension; self-efficacy belief

* Kadir Yogurtcu, Tel.:+996-312-541941

E-mail address: [email protected]

1877-0428 © 2012 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license.
Selection and peer-review under responsibility of ALSC 2012
doi:10.1016/j.sbspro.2013.01.075
376 Kadir Yoğurtçu / Procedia - Social and Behavioral Sciences 70 (2013) 375 – 386

1. Introduction

The reading activity is an effort to a conscious knowledge that has been perpetuated by humanity. In
other words, it is an activity which is often carried out parallel to the learning process to understand the
core of a reading passage. The dynamics of the continuous thought systems are the reasons for the main
driving force of an ongoing knowledge effort. While the society are constantly increasing their demands
for the knowledge together with the cultural progress and development expectations, the individuals are
thinking not to be back in this race to fulfill their responsibilities. In the final analysis, within the effects
of these developments there are being held an effective works which access to information in order to
improve the quality of life. The well-organized and assimilated knowledge is the main subject to note,
through which people make decisions, produce things or make use of it. In this context, the knowledge is
the visual / spatial, cognitive and emotional and psychomotor interaction results that internalize, if it is
necessary, use them effectively and all those are assessed as an available effective manner.
In this context, it is worth to pay attention to the phenomenon created by the individual together with
the methods such as knowledge, education, research, observation, and experience. The most common and
effective technique used in obtaining knowledge is the reading comprehension. Reading is one of the
most basic activities in obtaining information as well as the most basic means in the human brain. If we
consider the reading as text linguistics, then it is defined as an activity that has a significant structure.
Thus, the reading comprehension is a meaningful way of understanding the structure itself by adding a
specific analysis by yourself, as a result to create a meaning through the transmitted statement r,
2003:92). We will mention the complex mental process, such as storing the information obtained in the
process of reading; reworking the information while it is necessary and associating with new data. For
this reason, the reading comprehension includes interaction, perception, experience, thinking, learning,
association, affect, and configuration processes of individual that are considered to be a complex process
involving multi-faceted (Kent, 2002:22). Sever (Sever, 1995) examines the three step processes such as
cognitive, affective, and kinesthetic dimension as well as interaction, perception and learning processes of
reading comprehension and added his views to the published works by Bloom (1979:48). According to
2003) the reading comprehension takes place in three basic stages like perception,
memorization, and rebuilding. The person should exceed these basic processes in a competent manner in
order to have a high performance in reading comprehension. Thus, the meaning of the text is known as a
result of these efforts. Therefore, the effectiveness of reading skills/comprehension is considered to be an

basic education. In this context, the main goals of learning reading-writing skills and understanding the
texts are to recognize the words, understand, enrich the vocabulary, interpret the reading, evaluate the
reading, develop a critical perspective, transfer the reading text into a part of life, develop thinking skills
through reading, read texts or events critically, see the social problems with the help of the intellectual
structure and gain the ability to see and solve them. (Sever, 1995). The educational process is considered
to be an important factor of acquiring all these skills. For this reason, the reading comprehension is a

2. Reading Comprehension
Reading comprehension means an interpreting of a literal text in the context of linguistic text.
Therefore, the main purpose is to express a particular text system. Regardless its structure, case or a
location, its main goal is to discover the meaning between the combination of words and phrases and to
put out the monitoring system; to associate the systems with each other, find the meaning of a word and
make a sense Those who perform this activity use all the methods and techniques in
anal
the process of reading comprehension provides a link between thinking, textual content, and the reader's
level of readiness, expectations and objectives of a reading. According to Block (Block, 2004), the main
 Kadir Yoğurtçu / Procedia - Social and Behavioral Sciences 70 (2013) 375 – 386 377

goal of reading is to construct and structure the intellectual development

From the theoretical studies on reading comprehension, the person should focus on building intellectual
development (Kingston, 1961). The idea suggested by Gray (1960) and Robinson (1966), i.e the effective
reading is an important part of reading skills was also supported by Rystrom (1970), McCullougt (1968),
Cleland (1966), Stauffer (1969), Holmes, (1954;1962;1965) and Singer (1965) and they explained the
nature of reading comprehension as well. Spache (1963) and Smith (1960) together with Carver (1971)
reevaluated the open reading comprehension skills and implicit cognitive activities and underlined that
reading comprehension efficiency related to the information processing. On the other hand, Goodman
(1970), Venezky and Calfee (1970), Ruddell (1969) and Brown (1970) highlighted psycholinguistics in
combination of psychological and linguistic of a reading comprehension. Harker (1971) classified
existing scientific theories into five basic criteria and attracts our attention to the articulation,
differentiation, prediction, creativity and flexibility. From these studies, we can analyze that the
effectiveness of the reading comprehension process is quite complex, also it is interactive and dynamic
including individual differences in cognitive functions exhibited by the context. Lately, it was
investigated that there was an emphasis on reading comprehension proficiency especially in related field
studies of the second language education (SLE) (Paribakht&Westche, 1993; Cain, Oakhill & Bryant,
2003; Cain, Lemmon & Oakhill, 2004; Kim,2009; Koda,2010; Chen,2011). In this context, it would be
appropriate to define the process in order to describe the topic of conversation accurately and completely.
None of these processes can explain what a reading comprehension is; however, it requires a fluency
of reading provides an accurate understanding. Indeed, according to Grabe and Stoller (Grabe & Stoller,
2002), the processes that provides the reading comprehension should be objective, effective, interactive,
strategic, flexible, assessable, quick, prehensile, linguistic processes
Vygotsky (1986) who has a great contribution to theories of learning, the social and cultural environment
is important factors in personal development. High-level psychological processes occur as result of
biological individual, cultural transport means, cultural, social and physical environment in which live in
them. Again, according to Vygotsky, social interactions and interactive learning of learner play an
important role in reading comprehension as well as in all learning. The social interaction is needed while

is because the students learn well through social interaction with their teachers or peers. Thinking skills
such as synthesis, evaluation

understand more complex texts and give clear answers to questions with no d
Demirel, 2011:123). These definitions are considered to be key factors determining the capacity of
reading comprehension of personal differences and the social environment.
2.1. Self-Efficacy and Academic Achievement
Self-
scientific researches. In this sense, the research on the role of reading comprehension self-efficacy
capacity may be predicted as a contributive one in these related fields and it is an effective factor for
academic achievements both in Second Language Education (SLE) and Foreign Language Education
(FLE). Because, the students, who understand the reading texts and interpret the meaning, are developing
their reading comprehension and self-confidence, in other words, they are developing their reading
comprehension self- Self-Efficacy conception of Bandura
(Bandura, 1977, 1986, 1993, 1995, 1997) is based on social cognitive learning theory framework is
basically refers to the capacity of coping with the persons problem. According to Bandura (1977, 1986,
1993, 1995, 1997 Self-E is belief that organize people to demonstrate a particular
performance and realize it successfully. Bandura (1977, 1986, 1995) stated that people with strong
efficacy belief never run away from a new faced events or experiences that they have to struggle over
four main
378 Kadir Yoğurtçu / Procedia - Social and Behavioral Sciences 70 (2013) 375 – 386

sources: 1. Mastery Experience: the persons' success or failure of their activities directly as a result of
information obtained. 2. Vicarious experience: self-similar success or failure done by other people. 3.
Social persuasion: preached, advic

of Self-Efficacy belief is evaluated in three different axes. First, the student's own Self-Efficacy beliefs in
organizing self-learning activities and completing academic tasks; secondly, teachers' belief in their own
competencies to ensure their students' motivation and learning; third, the common beliefs of the school to
achieve sign
definitions, the people with high self-efficacy belief are expected to be successful in education. Again, in
parallel with this idea, new reading strategies would be offered to students to maximize productivity on
behalf of education, develop training strategy and reading comprehension self-efficacy belief capacity in
their academic achievements.
3. Method
3.1. Purpose/goal of the Research
The primary goal of this study is to investigate the contribution of reading comprehension efficacy
belief to the Foreign Language Academic Achievement and to bring up suggestions for increasing
The Scale of
Belief Self- 27 items and three subscales is
being tested to 20-22 years old students studying in Preparation Classes of University.
3.2. Main Pupil of the Research and Examples
The questionnaires were surveyed to the students of Kyrgyzstan-Turkey Manas University in order to
achieve the purpose of the research. The questionnaire was prepared meticulously using the information
obtained from literatures and experiences. It is thought that through survey questions the researchers
would get positive results. The main people of the research are the students enrolled in academic year
2011-2012 in Preparatory Class of Foreign Languages of Kyrgyzstan-Turkey Manas University (total
1485 students). In this context, 556 students were surveyed, among them, 67,2% percent Kyrgyz students,
26,9% Turkish students and 6,0% students with other nationalities. The results obtained with individual
efforts are statistically reliable as there always be doubts about questioning all main people, although it is
possible to represent the sample mass as a whole main people. There is no doubt, if the questionnaire is
formulated to the group of people in great numbers, then the result would be more reliable.
While evaluating the survey results there were used the descriptive statistics obtained from the
frequency distribution tables, as well as significant differences in Likert-scale questions i.e. One-Sample
T- -Samples T-Test according to their success criteria. Moreover, the relation
between the efficacy perception and the values of academic success were analyzed through Pearson
Correlation Analysis.
3.3. Validity and Reliability of the Survey Used in this Research
The survey questions were prepared meticulously both as a research on similar studies related to the
topic and as information obtained by searching the literature and are prepared using observations of the
two countries. Therefore, it is thought that survey questions used in this study will be sufficient and valid
in order to achieve the targeted outcomes, to support the hypothesis of the research. Regarding the
reliability of responses to a questionnaire, the reliability of the Cronbach Alpha Coefficient was
investigated which is used in calculating the internal consistency of the research in the social sciences and
the internal consistency of the Likert scale. Opinions and attitudes to 27 questions in likert scale were
estimated as 0.955 coefficient in Cronbach Alfa. In general, the coefficients between 0,80 and 1.00 (0,80
 Kadir Yoğurtçu / Procedia - Social and Behavioral Sciences 70 (2013) 375 – 386 379

reliable survey was used and internal consistency was provided. Except the calculation of reliability
through Cronbach Alpha coefficient, the calculation of correlation coefficients were calculated and it is
been suggested to exclude the low-correlated question from the analysis in order to increase the internal
consistency of the questionnaire. After the analysis of correlation coefficients generally calculated by
Cronbach Alfa coefficient was less than 0,955. In other words, there was no change in terms of reliability
of the questionnaire although some of them were removed, any question should be extracted. ANOVA
assumption of survey results is
-squared Test is investigated whether the Likert scale survey response
formulate homogenous groups or not (Pallant, 2011: 294). Similar to these, each of the three tests were
calculated for the survey data and less than 0.000 significance levels (fcalcul=27,423 p=0,000, tcalcul =38,288
2
=14,543, p=,000) the null hypothesis was rejected; the questions were perceived
by all participant equally as the responses were different from each other and the reliability of the survey
were also supported by another way.
3.4. General Characteristics of Participants (Demographic Aspect)
The survey formulated to over 556 students, among them 67,2% Kyrgyz students, 26,9% Turkish

it is clear that most of the

participants rates are (63,5%) under the 20. The following results were obtained for the question of socio-
cultural characteristics of the students about the environment they live and grew up. According to these
results, the majority of students live in dorms and they are from low-
-425 dollars).
-term rate, 30,4
we can understand that most of the students come from rural areas. The ratio of those who has more than
3 siblings is 49,4%. Here, it is seen that the students' families is crowd. According to the analysis of
parents' educational level, 35,1% mothers and 40,7% fathers have a Bachelor degree. According to these
data, it can be said that families are received high education. The questions related to reading
habits of the students were examined and as a result the ratio of the students who read one book per
month is 30,4%, and the ratio of students who read books per month is 31,3%. Answers questions on the
reading habits of the students asked to read a book that examined the proportion of students per month in
the ratio of those two books that were read. The proportion of students who did not read enough books

86,2% students state that they have enough books in their institutions, however, it is clear that 79,2%

reading materials offered by the institution.

3.5. The Perception on Reading Comprehension Efficacy
The students were asked about the perceptions on Reading comprehension efficacy such as Written and
Visual meaning, Self-regulation in Reading, High Self-Esteem in Reading Comprehension and other sub-
dimensions in general that are relevant to their understanding competencies. Answers to these questions

responses were calculated and 3-

of the answers given by students and unstable option "3 average" or differences in the single-
test was investigated. The obtained results are shown in Table 1. The average of responses for all the
questions was statistically different from item 3 in the significance level P = 0,000. For this reason, if the
average is higher than 3, then the participation is supported, if the average is less than 3, then the
participation is not supported. According to the results of the analysis, all the comments on students
380 Kadir Yoğurtçu / Procedia - Social and Behavioral Sciences 70 (2013) 375 – 386

was close to the point 5:

I am one of the best in the classroom in terms of

reading

3.6. Reading Comprehension Efficacy Average based on Success Criteria.

According to the regulations applied to preparatory program education in university the students less

survey, grade point average of success is 78,68. In general, such grade point average is considered to be

unsuccessful students and as a result two categories were created. Accordingly, the success rates of

Categorical responses that are evaluated as 5 point were investigated by Independent Samples T-Test
whether they are successful or not. The obtained results are shown in Table 2.

The significant levels less than P = 0,09 which obtain meaningful expressions were examined; as a
I am one of the best in the classroom in terms of reading comprehension

students.

Table 1. Reading Comprehension Self- Efficacy Perceptions (One-Sample T-test, test value= 3)

No Items N Mean Std. Sig.

Dev.
1.
544 4,31 1,017 ,000
text.
2. I can complete to read the whole book. 545 4,20 ,980 ,000
3. I understand any text. 544 4,11 ,974 ,000
4. I can grasp the main topic of the reading text in text
547 4,16 ,991 ,000
related images.
5. I get high marks on reading comprehension. 548 3,99 1,017 ,000
6. I can read without the guidance of my teachers. 540 4,02 1,090 ,000
7. I can determine main and supporting ideas of texts. 547 4,23 ,887 ,000
8. I can explain and summarize after reading. 546 4,33 ,871 ,000
9. I can make up my mind during the reading. 541 4,14 ,912 ,000
10. I can complete the reading although the text is boring. 548 3,78 1,179 ,000
11. I can ask questions after reading. 544 4,40 ,848 ,000
12. I can make accurate predictions about the texts I read. 546 4,23 ,938 ,000
 Kadir Yoğurtçu / Procedia - Social and Behavioral Sciences 70 (2013) 375 – 386 381

13. I am one of the best in the classroom in terms of

546 3,60 1,293 ,000
reading comprehension.
14. I know what author thinks when I am reading. 549 4,09 1,008 ,000
15. I easily catch the information about one topic. 549 4,08 ,939 ,000
16. I have long-term memory of what I read. 548 3,96 1,004 ,000
17. I use my reading time wisely/efficiently.
547 3,83 1,064 ,000
18. I can define my thoughts clearly and concisely after
550 4,16 ,932 ,000
reading.
19. I can summarize the text I read. 549 4,18 ,903 ,000
20. I can evaluate the text I read. 550 4,17 ,924 ,000
21. I can review the reading text clearly. 546 4,09 1,010 ,000
22. I can take notes while I am reading. 548 4,07 1,068 ,000
23. I can grasp the meaning of text-related images, table or ,000
549 4,10 1,006
graphics.
24. I can easily understand the narrative texts. 545 4,16 1,000 ,000
25. I can have a secondary thoughts related to the reading ,000
545 4,16 ,925
text.
26. I feel good while I am reading. 547 4,03 1,115 ,000
27. 548 3,89 1,133 ,000

Here we can see that the unsuccessful students have less effective reading strategies compared to the
successful students, and relatively they have a low self-esteem in terms of reading comprehension
efficacy. On the other hand, it is analyzed that even those successful students commented on 3rd option in
13th line. Here, both successful and unsuccessful students have low self-esteem, and we can conclude that
the school has no social interactions and sufficient activities in order to improve their reading skills. As
this phenomenon is related to education and social conditions, it is necessary to take into
consideration social environment such as students' family education level, living place, nationality, etc. in
order to evaluate the academic achievements of a student. According to the success criteria, the average
scores obtained by the scale, except 13 and 27, 79% of the successful students commented with high
averages (from 4,49 to 4,04), while the unsuccessful students in 1st
th

averages (3,92-3,07). As a result, the successful students were quite adequate and effective in last 3
factors identified in sub-dimensions of the scale (Written and Visual Meaning, Reading Self-regulation,
Reading Comprehension Efficacy). (Table 2).
3.7. Language Skills Qualifications
In the II chapter of the research which is used as a data collection tool, the students who participated in
the research section were asked to self-estimate their all skills (listening-reading-speaking-dialog and
writing) by the B1 Level Language Portfolio of European Union. Beside this analysis, the average score
111, 34. The highest value
from the scale is 27x5 = 135. As a result, the general average was high according to these categories: 85
<low, 86-110 medium and 110 <higher. According to low, medium and high categories as the mean score
of students efficacy, student have shown two categories in order to determine the differences between the
n language learning: students whose average is below 85 is coded as 0 ,
382 Kadir Yoğurtçu / Procedia - Social and Behavioral Sciences 70 (2013) 375 – 386

students whose average is higher than 86 is coded 1 . Whether there are significant differences or not in
perceptions of self-efficacy scores and language skills were proven with the help of Independent-Samples
T-Test. The obtained averages and all expressions describing levels of language skills at the level of B1
were examined and according to the self-efficacy scores that are less than 0,005 level the significant
relations were obtained.
Accordingly, the students whose efficacy scores are high expressed themselves that they are both
adequate and competent in all four basic skills of in the range of higher value 4, 38 to 4, 01. The students
whose efficacy scores are low expressed themselves that they are adequate only in listening
comprehension in the range of 3,00-3,55, however, they are not inadequate in other skills in the range of
lower averages 2,50 to 2,96. Here, it is possible to say that reading comprehension efficacy plays an
important role in foreign language skills.

Table 2. The Average of Reading Comprehension Efficacy according to the Success Criterion.

Number Items Means Std. Deviation Sig.

Successful Unsuccessful Successful Unsuccessful (2-
tailed)
1. C1 4,37 4,07 ,939 1,243 ,020
2. C2 4,25 3,83 ,941 1,320 ,012
3. C3 4,19 3,59 ,877 1,357 ,001
4. C4 4,26 3,71 ,911 1,309 ,001
5. C5 4,08 3,51 ,919 1,520 ,003
6. C6 4,12 3,44 1,024 1,461 ,000
7. C7 4,32 3,69 ,781 1,280 ,000
8. C8 4,40 3,92 ,804 1,228 ,002
9. C9 4,24 3,65 ,810 1,281 ,000
10. C10 3,81 3,45 1,168 1,381 ,020
11. C11 4,49 4,06 ,772 1,162 ,004
12. C12 4,32 3,77 ,869 1,321 ,001
13. C13 3,69 3,07 1,269 1,534 ,002
14. C14 4,18 3,62 ,912 1,487 ,003
15. C15 4,16 3,83 ,904 1,108 ,019
16. C16 4,04 3,54 ,968 1,181 ,001
17. C17 3,87 3,63 ,996 1,301 ,079
18. C18 4,24 3,70 ,865 1,258 ,001
19. C19 4,24 3,80 ,814 1,238 ,005
20. C20 4,26 3,68 ,832 1,307 ,000
21. C21 4,16 3,68 ,946 1,408 ,008
22. C22 4,17 3,46 ,987 1,413 ,000
23. C23 4,16 3,69 ,979 1,116 ,001
24. C24 4,24 3,79 ,958 1,253 ,005
25. C25 4,25 3,61 ,827 1,325 ,000
26. C26 4,10 3,70 1,045 1,448 ,031
27. C27 3,97 3,41 1,074 1,367 ,002
 Kadir Yoğurtçu / Procedia - Social and Behavioral Sciences 70 (2013) 375 – 386 383

3.8. The Perception of Reading Comprehension Efficacy and Academic Achievements

In general, in the opinion of poll, self-efficacy is a factor affecting to academic achievements of
successful students that were listed in questionnaires with high grade averages. In this regard, Pearson
Correlation Analysis investigated how and in which way the efficacy level influence on academic
achievements and both variables were compared. The results show that p = 0.000 significance level and
99% confidence interval (p <0,001 level, 2-tailed), the positive correlation (r=+, 487) between efficacy
scores and foreign language grade was shown (Table 3). On the other hand, the average scores obtained
from analyzes of foreign language skills and self-efficacy scores were compared, as a result, there was
found positive and high level correlation between two variables (r = +, 724) (Table 4). The correlation
between reading comprehension efficacy and academic achievements in foreign language learning of

learning of foreign language develop and receive academic achievements.

Table 3. The Correlations Reading Comprehension Efficacy and Grade Averages.

Foreign Language Reading

Grade Averages Comprehension
Efficacy
Foreign Language Pearson Correlation 1 ,487**
Grade Averages Sig. (2-tailed) ,000
N 436
502
Reading Comprehension Pearson Correlation ,487** 1
Efficacy Sig. (2-tailed) ,000
N 436 483

**. Correlation is significant at the 0.01 level (2-tailed).

Table 4. The Correlations Reading Comprehension Efficacy and Foreign Language Skills Correlations

Reading Foreign Language

Comprehension Skills
Efficacy
Reading Comprehension Pearson Correlation 1 ,724**
Efficacy Sig. (2-tailed) ,000
N 399
483
Foreign Language Skills Pearson Correlation ,724** 1
Sig. (2-tailed) ,000
N 399 443
**. Correlation is significant at the 0.01 level (2-tailed).
384 Kadir Yoğurtçu / Procedia - Social and Behavioral Sciences 70 (2013) 375 – 386

4. Conclusion and Recommendations

-efficacy is an important factor that
-efficacy is analyzed in success of studying
foreign language. As a result, the self-efficacy is established on a high level of proficiency between a
reading comprehension and knowing a foreign language. The students who are successful especially in
learning a foreign language demonstrate a high level of comprehension; parallel to this research, these
theoretical explanations were examined by Bandura (Bandura, 1977; 1986; 1995).
According to the findings of scientific researches of a reading comprehension, the people who have a
self-efficacy in them develop different reading strategies gaining richer cognitive interactions,
experiences, in addition to these, they are able to access an effective, interactive, strategic, quick,

Vygotsky (Vygotsky, 1986) vertical movement of a student. Now, students can reach from lower level
relatively to the high level of reading skill. It means, this development is an important factor in education
to increase the level of readiness in a desirable way. In this context, the capacity of self-efficacy play an
important role in case of planning a foreign language teaching plans that contributes to the development
-taught can also develop his reading
comprehension in case of self-regulation. Moreover, the student will have a self-confidence regarding to
the reading comprehension.

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