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ities to produce designedlevels of performance that exercise influence over events that affect their lives. In other words, self-efficacyis a person’s belief in his or her ability to succeed in performing a particular task. Bandura describes such abelief as a determinant of how people feel, think, behave and motivate themselves. The concept ofself-efficacy lies at the center of Bandura’s social cognitive theory which lays emphasis on the role ofobservational learning, social experience, and reciprocal determinism in the development of personality. Aperson’s attitudes, abilities and cognitive skills form what is known as the self-system, which executes aninfluence how we perceive situations and how we behave in accordance with different situations.Self-efficacy is an essential part of this self-system. Self-efficacy beliefs produce diverse effects on humanfunctioning through four major psychological processes, that is, cognitive, motivational, affective andselection processes (Bandura, 1994)

2.1.2 Functions of Self-efficacy
Bandura (1986, 1997) has made the strong claim that beliefs of personal efficacy constitute the keyfactor of human agency. In fact, all people can identify goals they want to attain, things they would like tochange, and tasks they would like to accomplish. However, most people also realize that putting these plansinto action is not quite easy. Human accomplishments and positive well-being require an optimistic senseof personal efficacy (Bandura, 1994). Our ordinary social realities are strewn with difficulties such asdisappointment, obstacles, setbacks, frustrations and inequalities. A strong sense of self-efficacy enhanceshuman accomplishment and personal well-being in many ways. To be specific, people with a strong senseof personal competence in a domain regard difficult tasks as challenges to be conquered rather than asthreats to be avoided. Compared with people possessing low self-efficacy, they have greater intrinsicinterest, deeper engrossment in activities, and thus set more challenging goals and make a strongercommitment to them.

Chapter Three Theoretical Framework.......... 31-34
    3.1 Krashen’s Affective Filter Hypothesis .........31-32
    3.2 Information Processing Theory......... 32-34
Chapter Four Methodology......... 34-37
    4.1 Research Question......... 34
    4.2 Subjects .........34
    4.3 Instruments .........34-35
        4.3.1 Questionnaires......... 34-35
        4.3.2 Reading Comprehension Test......... 35
        4.3.3 Interview......... 35
    4.4 Data Collection .........35-37
Chapter 5 Results and Discussion......... 37-48
    5.1 Results from GESE, FLRAS and Reading......... 37-40
    5.2 Discussion about Correlation between Self-efficacy .........40-41
    5.3 Discussion about Correlation between Self-efficacy.........41-42
    5.4 Discussion about Correlation between Reading Anxiety .........42-43
    5.5 Discussion about Some Notable Items .........43-46
5.6 Interview .........46-48

Conclusion

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