Reading Self-Efficacy and Its Relation to the Use of Reading Strategies among a Sample of Hashemite University Students

Abstract

This study aimed at investigating the relationship between
reading self-efficacy and using reading strategies of university
students. The sample consisted of (398) male and female students in
the Hashemite University in Zarka, Jordan. To collect the data, two
scales were used including a scale of reading self-efficacy and a scale
of reading strategies. In order to answer the questions of the study, the
means, standard deviations, two way ANOVA (2×4), and correlation
coefficients were computed. The results of the study revealed that the
level of reading self-efficacy of university students was moderate.
Also, results of the study revealed that the most frequent use of
reading strategies was found to be cognitive strategy, followed by
metacognitive strategy, and then followed by compensation strategy.
In addition, the results revealed that there is a statistically significant
difference in reading self-efficacy and using reading strategies due to
academic level. In addition, the results of the study revealed that
reading self-efficacy was significantly positively related to the use
reading strategies