<![CDATA[This study examines the effects of academic self-efficacy and vocabulary mastery towards students’ reading skills in expository text at private Madrasah Tsanawiyah schools in Rumpin, Bogor Regency, West Java. Employing a quantitative correlational design, the study involved 91 eighth grade students from three schools. Data were collected using an academic self-efficacy questionnaire, a vocabulary mastery test, and an expository reading comprehension test, and analyzed with SPSS. Results indicate that academic self-efficacy (M = 107.60) and vocabulary mastery (M = 103.58) were categorized as very good, whereas expository reading skills (M = 19.77) were very low. Multiple regression analysis revealed that both predictors jointly exerted a significant effect on reading skills (R = 0.796, R² = 0.633, p < .001), accounting for 63.3% of the variance. Individually, academic self-efficacy (β = 0.502, p = .001) and vocabulary mastery (β = 0.313, p = .036) significantly predicted reading performance.]]>
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