<![CDATA[Purpose: This study investigated the correlation between Peer Pressure and Self-efficacy with ESL learners’ achievement in Reading Comprehension. Methodology: A survey correlational design was adopted. Participants (300 Senior Secondary II ESL learners) were drawn from ten (10) senior secondary schools in Ibadan metropolis through a simple random sampling technique. The research instruments used were self-made questionnaires to measure peer pressure and self-efficacy and a reading comprehension achievement test. Results: Peer pressure (r = −0.150; p < 0.05) negatively and self-efficacy (r = 0.134; p < 0.05) positively correlated with ESL learners’ achievement in reading comprehension. The joint effect of both variables was significant (F(2,296) = 4.919; Adj R² = 0.026; p < 0.05), with self-efficacy emerging as the stronger predictor of reading comprehension performance. Conclusions: Peer pressure and self-efficacy are important factors in ESL learners’ reading comprehension achievement. Therefore, students should be motivated to become a better version of themselves daily and strive for self-improvement, while teachers should also encourage the students to see reading as a building exercise that will assist them in all academic endeavors. Limitations: The study is limited to questionnaire surveys that are self-reports of students’ levels of peer pressure and self-efficacy, without any manipulation or direct observation. Thus, the study relied only on quantitative data to explain its links with achievement. Contributions: This study provided insights into the improvement of ESL learners’ achievement in reading comprehension by establishing the contributions of peer pressure and self-efficacy.]]>
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