<![CDATA[This study investigated whether a significant correlation exists between students’ self-efficacy and their reading achievement among fourth-semester students of the English Language Education Study Program. The study was motivated by classroom and interview observations showing that students’ self-efficacy was often unstable, dependent on external encouragement, or inconsistent with their actual reading performance. A quantitative correlational design was used, involving the entire population of 72 fourth-semester students selected through total sampling. Data were collected using a validated and reliable self-efficacy questionnaire (Aiken’s V = 0.94; Cronbach’s Alpha = 0.843) and students’ final reading examination scores, then analyzed using Pearson Product-Moment Correlation with SPSS 26. The results showed a correlation coefficient of r = 0.070 with a significance value of 0.557 (p > 0.05), indicating no statistically significant relationship between the two variables; the correlation was positive in direction but fell into the “Very Weak” category. These findings suggest that self-efficacy alone is not a reliable predictor of reading achievement, and that reading strategies, vocabulary mastery, and instructional quality likely play a more dominant role.]]>
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