Multiple regression analysis was used to test social cognitive theory's mediation model in the domain of reading. The mediation model asserts that self-efficacy fully mediates the relationship between anxiety and academic performance. This study tested the model using measures of reading self-efficacy, reading anxiety, and reading comprehension performance in 85 grade 4 and 5 students. Another model tested the relationship between reading self-efficacy, internalizing problem behaviors, and reading comprehension performance. For both models, based on social cognitive theory, it was hypothesized that reading self-efficacy would fully mediate the relationship between the anxiety measure and reading comprehension performance. Results suggested that social cognitive theory's mediation model is only partially supported in the context of reading comprehension performance. Assumptions required for mediation analysis were not reached to test the second model. Results suggest that reading processes may interact differently with self-efficacy and anxiety than in other academic domains.
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