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Vol. 2 No. 2 (2026): September

Peer Pressure and Self-Efficacy as Correlates of ESL Learners’ Achievement in Reading Comprehension

https://doi.org/10.35912/utlj.v2i2.3959
17 Sep 2026

Abstract

Purpose: This study investigated the correlation between Peer Pressure and Self-efficacy with ESL learners’ achievement in Reading Comprehension.

Methodology: A survey correlational design was adopted. Participants (300 Senior Secondary II ESL learners) were drawn from ten (10) senior secondary schools in Ibadan metropolis through a simple random sampling technique. The research instruments used were self-made questionnaires to measure peer pressure and self-efficacy and a reading comprehension achievement test.

Results: Peer pressure (r = −0.150; p < 0.05) negatively and self-efficacy (r = 0.134; p < 0.05) positively correlated with ESL learners’ achievement in reading comprehension. The joint effect of both variables was significant (F(2,296) = 4.919; Adj R² = 0.026; p < 0.05), with self-efficacy emerging as the stronger predictor of reading comprehension performance.

Conclusions: Peer pressure and self-efficacy are important factors in ESL learners’ reading comprehension achievement. Therefore, students should be motivated to become a better version of themselves daily and strive for self-improvement, while teachers should also encourage the students to see reading as a building exercise that will assist them in all academic endeavors.

Limitations: The study is limited to questionnaire surveys that are self-reports of students’ levels of peer pressure and self-efficacy, without any manipulation or direct observation. Thus, the study relied only on quantitative data to explain its links with achievement.

Contributions: This study provided insights into the improvement of ESL learners’ achievement in reading comprehension by establishing the contributions of peer pressure and self-efficacy.

Keywords

Achievement English as Second Language Peer Pressure Reading Comprehension Self-Efficacy

How to Cite

Oladoyinbo, O. I. (2026). Peer Pressure and Self-Efficacy as Correlates of ESL Learners’ Achievement in Reading Comprehension. Universal Teaching and Learning Journal, 2(2), 103–115. https://doi.org/10.35912/utlj.v2i2.3959

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Authors

Oluwatunmise Isegun Oladoyinbo
Independent Researcher, United Kingdom

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Vol. 2 No. 2 (2026): September
Section: Articles
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