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<p>Relying on the construct validation approach, the current study aimed to validate the EFL Reading Self-Efficacy Questionnaire (EFL-RSEQ) and examine its association with student English reading performance. Data were collected from a total of 503 EFL learners from five different universities through self-report questionnaires. Their English reading performance was assessed by their scores on the reading section of the National College English Test-Band 4. Findings of confirmatory factor analysis and model comparisons showed that a four-factor model fit the data best, in which a common reading self-efficacy factor, as a higher-order construct, accounted for the correlations among the four lower-order dimensions (i.e., <i>Linguistic Knowledge Efficacy</i>, <i>Text Comprehension Efficacy</i>, <i>Self-Regulatory Efficacy</i>, and <i>Self-Efficacy for Performing Reading Tasks</i>), and provided evidence of within-network and between-network validity. Hierarchical regression analysis results also provided evidence of reading self-efficacy significantly predicting students’ English reading test performance.</p>

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Assessing Reading Self-Efficacy Beliefs and its Association with Reading Performance in an EFL Context

  • 期刊论文

  • 发表日期：

    2025年11月10日

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  • Ke Yang,
  • Zhengdong Gan,
  • Ruby Yang

摘要

Relying on the construct validation approach, the current study aimed to validate the EFL Reading Self-Efficacy Questionnaire (EFL-RSEQ) and examine its association with student English reading performance. Data were collected from a total of 503 EFL learners from five different universities through self-report questionnaires. Their English reading performance was assessed by their scores on the reading section of the National College English Test-Band 4. Findings of confirmatory factor analysis and model comparisons showed that a four-factor model fit the data best, in which a common reading self-efficacy factor, as a higher-order construct, accounted for the correlations among the four lower-order dimensions (i.e., Linguistic Knowledge Efficacy, Text Comprehension Efficacy, Self-Regulatory Efficacy, and Self-Efficacy for Performing Reading Tasks), and provided evidence of within-network and between-network validity. Hierarchical regression analysis results also provided evidence of reading self-efficacy significantly predicting students’ English reading test performance.