Reading comprehension is fundamental to academic progress as it underpins learning across all school subjects. While academic achievement has traditionally been linked to students' cognitive abilities, it is also crucial to consider non-cognitive factors, such as the gender of students. Research has shown gender differences may have influence various aspects of education for students. Therefore, this study investigates gender of student as moderator between students' reading efficacy and reading comprehension. It is a quantitative study using a cross-sectional survey approach. A total of fifteen primary schools in Kelantan involving 393 year five pupils included for the study sample. The participants were identified utilizing a multi-level random sampling procedure. The design of the research includes descriptive tests as well as inferential analysis using structural equation modelling. The data obtained were analysed using structural path analysis within Structural Equation Modelling. The structural path analysis revealed that students' reading efficacy significantly influences their reading comprehension. The moderation analysis indicated a partial moderator effect as there is significant regression coefficients for gender of students, demonstrating that students' reading efficacy on reading comprehension depends on the gender. Therefore, it is crucial to carefully consider gender differences of students when planning educational programs. Gaining a deeper understanding of how students' reading efficacy impacts reading comprehension in relation to their gender can help develop more effective and comprehensive educational strategies for students.
Awang, P. (2018). Pendekatan Mudah SEM (Structural Equation Modeling). MPWS Rich Resources.
Balanadam, J., & Jamaluddin, K. A. (2021). Isu dan Cabaran Dalam Kemahiran Membaca Dikalangan Murid Sekolah Rendah di Malaysia. Jurnal Dunia Pendidikan, 3(4), 127–135. https://doi.org/10.55057/jdpd.2021.3.4.11
Bradley, M. (2016). What’s reading got to do with it. Reading Improvement, 53(3), 107–113.
Carroll, J. M., & Fox, A. C. (2017). Reading self-efficacy predicts word reading but not comprehension in both girls and boys. Frontiers in Psychology, 7, 2056.
Chen, F., Sakyi, A., & Cui, Y. (2021). Linking student, home, and school factors to reading achievement: the mediating role of reading self-efficacy. Educational Psychology, 41(10), 1260–1279. https://doi.org/10.1080/01443410.2021.1953445
Cochran, W. G. (1977). Sampling techniques. john wiley & sons.
Dzul, H., Hussin, Z., & Sulaiman, A. M. (2021). Kesan kepercayaan dan efikasi kendiri ke atas pengajaran pendidikan islam berintegrasikan KBAT di Malaysia: Satu analisis multilevel. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(12), 80–93.
Epçaçan, C. (2018). An assessment the effect of reading and reading comprehension skills on the teaching process. Electronic Turkish Studies, 13(19), 615–630.
Guthrie, J. T., McRae, A., & Klauda, S. L. (2007). Contributions of concept-oriented reading instruction to knowledge about interventions for motivations in reading. Educational Psychologist, 42(4), 237–250.
Hashim, N. H., Abdul Aziz, A. R., Yahaya, A. S., Mohamed, A. R., Othman, H., Ramly, I., Ahmad, M. Z., Yaakub, R., Hashim, S., Nair, S., & Che Lah, Y. (2006). Tahap Kefahaman Bacaan Bahasa Melayu Murid Sekolah Rendah. Monograf Penyelidikan. Pusat Pengajian Pendidikan Ilmu Pendidikan, Pulau Pinang: Universiti Sains Malaysia.
Herve, J., Mani, S., Behrman, J., Nandi, A., Sankhil Lamkang, A., & Laxminarayan, R. (2021). Gender Gaps in Cognitive and Noncognitive Skills: Roles of Ses and Gender Attitudes. SSRN Electronic Journal, 14132. https://doi.org/10.2139/ssrn.3794078
IEA. (2016). PIRLS 2016 Student questionnaire. Boston, 1–28.
Jungert, T., & Rosander, M. (2010). Self-efficacy and strategies to influence the study environment. Teaching in Higher Education, 15(6), 647–659.
Lee, M. R., & Amat, S. (2022). Hubungan Efikasi Kendiri dengan Pembelajaran Regulasi Kendiri Murid Sekolah Menengah. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(3), e001342–e001342.
Lee, Y. S., & Jonson-Reid, M. (2016). The role of self-efficacy in reading achievement of young children in urban schools. Child and Adolescent Social Work Journal, 33, 79–89.
Lepola, J., Vaurus, M., & Mäki, H. (2000). Gender differences in the development of academic self-concept of attainment from the 2nd to the 6th grade: Relations with achievement and perceived motivational orientation. Psychology: The Journal of the Hellenic Psychological Society.
Meng, Q., & Zhang, Q. (2023). The influence of academic self-efficacy on university students’ academic performance: The mediating effect of academic engagement. Sustainability, 15(7), 5767.
Mohamed Azim, A. M., & Hassan, M. S. (2020). Kajian kuantitatif menggunakan perisian SPSS AMOS. Kolej Universiti Islam Melaka.
Mucherah, W., & Yoder, A. (2008). Motivation for reading and middle school students’ performance on standardized testing in reading. Reading Psychology, 29(3), 214–235.
Olivier, E., Archambault, I., De Clercq, M., & Galand, B. (2019). Student Self-Efficacy, Classroom Engagement, and Academic Achievement: Comparing Three Theoretical Frameworks. Journal of Youth and Adolescence, 48(2), 326–340. https://doi.org/10.1007/s10964-018-0952-0
Organisation for Economic Co-operation and Development (OECD). (2020). Girls’ and Boys’ Performance in PISA. (PISA 2018). Series tittle: PISA.
Peura, P., Aro, T., Räikkönen, E., Viholainen, H., & Aro, M. (2022). Children’s Academic Self-efficacy in Reading and Reading Development—From Theory to Practice. In Academic Self-efficacy in Education: Nature, Assessment, and Research (pp. 131–147). Springer.
Peura, P. I., Viholainen, H. J. K., Aro, T. I., Räikkönen, E. M., Usher, E. L., Sorvo, R. M. A., Klassen, R. M., & Aro, M. T. (2019). Specificity of Reading Self-Efficacy Among Primary School Children. Journal of Experimental Education, 87(3), 496–516. https://doi.org/10.1080/00220973.2018.1527279
Rahman, A. A. (2018). Pemahaman Bacaan Bahan Bahasa Melayu dalam Kalangan Remaja. Interciencia, 489(20), 313–335.
Reynolds, L., & Johnson, R. (2019). Is a picture is worth a thousand words? Creating effective questionnaires with pictures. Practical Assessment, Research, and Evaluation, 16(1), 8.
Salkind, N. J. (1997). Exploring research. Pearson Educación.
Schiefele, U., Schaffner, E., Möller, J., & Wigfield, A. (2012). Dimensions of Reading Motivation and Their Relation to Reading Behavior and Competence. 47(4), 427–463. https://doi.org/10.1002/RRQ.030
Schleicher, A. (2019). PISA 2018: Insights and interpretations. Oecd Publishing.
Smith, R., Snow, P., Serry, T., & Hammond, L. (2021). The Role of Background Knowledge in Reading Comprehension: A Critical Review. Reading Psychology, 42(3), 214–240. https://doi.org/10.1080/02702711.2021.1888348
Solheim, O. J. (2011). The impact of reading self-efficacy and task value on reading comprehension scores in different item formats. Reading Psychology, 32(1), 1–27. https://doi.org/10.1080/02702710903256601
Taboada, A., Tonks, S. M., Wigfield, A., & Guthrie, J. T. (2009). Effects of motivational and cognitive variables on reading comprehension. Reading and Writing, 22, 85–106.
Wigfield, A., Gladstone, J. R., & Turci, L. (2016). Beyond Cognition: Reading Motivation and Reading Comprehension. Child Development Perspectives, 10(3), 190–195. https://doi.org/10.1111/cdep.12184
Zimmerman, B. J. (2000). Self-Efficacy: An Essential Motive to Learn. Contemporary Educational Psychology, 25(1), 82–91. https://doi.org/10.1006/ceps.1999.1016
