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چکیده
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The current correlational and exploratory study investigated the relationship among L2 motivational self-system, self-regulated learning, self-efficacy beliefs, and reading strategy use. To this aim, 300 undergraduate Iranian EFL students from several universities of Iran took part in this study.The participants of the study were from Bu-Ali Sina University, Shahid Chamran University, Guilan University, Kurdustan University, and Ferdosi University. The participants’ age ranged from 18 to 26 and were selected based on a convenience non-random sampling procedure. Data collection instruments included L2 Motivational Self System measure (Dörnyei & Taguchi, 2009), Self-Regulation Scale (Schwarzer et al.,1999), Persian adaptation of General Self-Efficacy questionnaire (Schwarzer & Jerusalem, 1995), and Survey of Reading Strategies (SORS) by Mokhtari and Reichard (2002). Cronbach’s alpha was employed to test the internal consistency of the questionnaires and confirmatory factor analysis was employed to ensure the construct validity of the scales. All of the questionnaires turned out to be reliable and valid with acceptable goodness-of-fit indices. The obtained data were analyzed using structural equation modeling (SEM) procedure to determine the direct and indirect relationships among the latent variables. The results gained from the path analysis indicated a strong interrelationship among L2 motivational self-system, self-regulated learning, self-efficacy beliefs, and reading strategy use. It was also revealed that L2 motivational self-system was the strongest predictor of reading strategy use. The findings of the present study can help students, teacher educators, administrators, policy makers, and teacher training courses (TTC) to improve students’ academic performance.
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