The correlation between student’s reading self efficacy and reading comprehension at the english departemen study program of the islamic institute of kerinci the academic year 2024/2025

This research aimed to investigate the correlation between students’ reading self-efficacy and their reading comprehension at the English Education Study Program of the State Islamic Institute of Kerinci in the academic year 2025/2026. The study was conducted using a correlational design with a quantitative approach. The population of this study was 83 students, and the sample consisted of 54 students selected through purposive sampling. The instruments used were a reading self-efficacy questionnaire and a reading comprehension test. The data were analysed using descriptive and inferential statistics through the Pearson Product Moment correlation in SPSS 20.The findings of the study showed that students’ reading self-efficacy was generally in the high category, indicating that most students were confident in their reading abilities. On the other hand, the results of the reading comprehension test varied, with an average score of 64, categorized as moderate. Furthermore, the result of the Pearson correlation analysis revealed a correlation coefficient of r=0.101r = 0.101r=0.101 with a significance value of p=0.467p = 0.467p=0.467. This indicates that there was no significant correlation between students’ reading self-efficacy and their reading comprehension. This result differs from several previous studies, which reported a significant positive relationship between the two variables. The findings suggest that while students may believe in their ability to comprehend texts, such self-efficacy does not necessarily reflect their actual performance in reading comprehension tests. Therefore, the study highlights the importance of not only fostering students’ confidence but also strengthening their actual reading skills through continuous practice and effective reading strategies.