Abstract:

Self-efficacy in learning is an important attribute for success. In particular, reading self-efficacy is crucial for academic performance as reading underlies all forms of learning. However, this affective aspect of reading has been under-researched among South African learners. The paper investigates reading self-efficacy levels of Grade 11 and 12 learners in two South African Township schools. Questionnaires and focus group interviews were used to collect data and a mixed methods design was used for the study. The questionnaires were analysed descriptively and the results presented quantitatively, while the focus group interviews were analysed using content analysis. The quantitative analysis of learners’ questionnaires showed that learners have low reading self-efficacy. These results were corroborated by the teachers interview reposes that showed that learners do not perceive themselves as confident readers. Recommendations are made on how to increase learners’ reading self- efficacy to position them for academic success.

Keywords:

Reading self-efficacy, Grade 11 and 12 learners, academic performance.