Students’ Reading Motivation from a Social Cognitive Perspective

Abstract

This study aims to analyze the structural relationships among environmental factors, personal factors, and behavioral factors in students’ reading motivation based on Social Cognitive Theory. A quantitative research design was employed using Structural Equation Modeling (SEM) to examine both direct and indirect relationships among the variables. Data were collected through questionnaires administered to eleventh-grade students at SMA Yadika Bandar Lampung to measure environmental support, personal motivation, and reading behavior. The findings revealed that environmental factors significantly influenced personal factors and reading behavior, while personal factors played a mediating role in strengthening students’ reading behavior. These results provide practical implications for educators to create supportive learning environments and enhance students’ self-efficacy in order to improve reading motivation in English as a Foreign Language (EFL) context.