An Investigation Of The Correlation Among Efficacy Sources Students Self-efficacy And Performance In Reading And Writing Skills Bahir Dar University In Focus

The aim of this study was to find out the correlation among sources of self-efficacy, selfefficacyrnand performance in reading and writing skills of Bahir Dar University studentsrn(N=106). In addition, the degree to which the reading and writing efficacy beliefs andrnperformance differ as a function of gender was examined.rnTo this end, two instruments (questionnaires and tests) and three statistical toolsrn(correlation, t-test and regression) were employed. The data analysis revealed that therernexists significantly strong positive relationship between writing efficacy and writingrnperformance. Likewise, the reading efficacy and the corresponding performance ofrnstudents showed significant positive correlation. With regard to gender, males reportedrnstronger writing and reading efficacy than females. Males also outperformed significantlyrnin both reading and writing tests.rnThe multiple linear regression analyses for the full sample indicate that efficacy sourcesrncollectively predicted the self efficacy beliefs of students in writing and reading. It was,rnhowever, only mastery experience, while other sources were controlled, which couldrnsignificantly predict writing and reading self-efficacy. Others, with the exception ofrnsocial persuasion for writing efficacy, also, though non-significant, could modestlyrninfluence students’ capability beliefs of both skills.rnFindings of this study are consistent with the tenets of social cognitive theory. Asrntheorized, students’ capability beliefs are positively correlated with their writing andrnreading performance. In the other phase of the investigation, mastery experience, amongrnthe four sources, accounted for the greatest proportion of the variance in writing andrnreading efficacy of students.

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