SELF-Regulated Learning Strategies and Reading Interest Contingencies as Predictors of Reading Self-Efficacy among Senior High School STUDENTS

Abstract

Reading self-efficacy plays an important role in improving students' reading practices and attitudes. However, despite its recognized significance, there is an emerging problem in educational settings where students have diminished levels of reading self-efficacy. This quantitative descriptive-correlational research examined the impact of self-regulated learning strategies and reading interest contingencies to the reading self-efficacy of senior high school students. Data were obtained from Grade 11 students in three public schools in Davao del Sur selected through stratified random selection. More precisely, the research used three sets of modified questionnaires to gather data, interpreted using mean, standard deviation, Pearson r and multiple regression analysis. The findings indicated that senior high school students exhibit elevated levels of self-regulated learning strategies, reading interest contingencies, and reading self-efficacy. Additionally, both self-regulated learning strategies and reading interest contingencies significantly impact the reading self-efficacy of senior high school students.  Among these variables, reading interest contingencies have been found as the most accurate predictor. These data indicate that by cultivating these aspects, students' reading self-efficacy may be strengthened, resulting in enhanced overall reading outcomes.