Mohammed, Nuru (PhD)Amogne, Dawit2018-07-102023-11-092018-07-102023-11-092008-06http://etd.aau.edu.et/handle/123456789/7607The aim of this study was to find out the correlation among sources of self-efficacy, selfefficacy and performance in reading and writing skills of Bahir Dar University students (N=106). In addition, the degree to which the reading and writing efficacy beliefs and performance differ as a function of gender was examined. To this end, two instruments (questionnaires and tests) and three statistical tools (correlation, t-test and regression) were employed. The data analysis revealed that there exists significantly strong positive relationship between writing efficacy and writing performance. Likewise, the reading efficacy and the corresponding performance of students showed significant positive correlation. With regard to gender, males reported stronger writing and reading efficacy than females. Males also outperformed significantly in both reading and writing tests. The multiple linear regression analyses for the full sample indicate that efficacy sources collectively predicted the self efficacy beliefs of students in writing and reading. It was, however, only mastery experience, while other sources were controlled, which could significantly predict writing and reading self-efficacy. Others, with the exception of social persuasion for writing efficacy, also, though non-significant, could modestly influence students’ capability beliefs of both skills. Findings of this study are consistent with the tenets of social cognitive theory. As theorized, students’ capability beliefs are positively correlated with their writing and reading performance. In the other phase of the investigation, mastery experience, among the four sources, accounted for the greatest proportion of the variance in writing and reading efficacy of students.enSelf-EfficacyThesis