Language teacher practices predicting students’ reading self-efficacy: Jordanian students’ participation in PISA 2018
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Abstract
This study investigated the ability of language teachers’ practices to predict self-efficacy in reading among Jordanian students participating in PISA 2018. The study adopted the secondary analysis method by analyzing the responses of 8,963 15-year-old males and females in 313 schools who participated in PISA 2018. Statistically significant differences in students’ perceptions were found in teacher-directed instruction, teacher support for students, teacher motivating students to engage in reading, and enjoyable reading. Additionally, female students exhibited more reading self-efficacy than male students. There were statistically significant differences in students’ perceptions of controlling the classroom environment, and feedback in favor of males. The multiple linear regression analysis indicated that five factors explained a statistically significant proportion of the variance in self-efficacy in reading (14.7%). Enjoyment of reading was the factor that contributed the most with a percentage of 10.2%, followed by teacher enthusiasm with 3.6%.
Keywords: reading self-efficacy; Jordanian students; PISA 2018
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