Academic Self-Concept and Reading Literacy of Grade 8 Learners

This study investigated the relationship between academic self-concept and reading literacy among grade 8 learners in Cluster 2 secondary schools in the Division of Davao City. A quantitative, descriptive-correlational design was employed to examine the two dimensions of academic self-concept: academic confidence and academic effort, and their connection to five domains of reading literacy: literal, inferential, critical, creative, and applied comprehension. Findings revealed that learners generally exhibited moderate to high levels of academic self-concept. Students expressed confidence in collaborative settings and in the belief that effort leads to academic success, yet demonstrated lower confidence in competitive and leadership-related academic tasks. Their academic effort was found to be highly extensive, particularly in striving to pass subjects and attentively participating in class activities. In reading literacy, learners showed strong competence in literal and inferential comprehension but faced challenges in applied, critical, and creative domains. These results suggest the need for instructional strategies that strengthen higher-order thinking and real-world application of reading skills. The study established a strong, positive relationship between academic self-concept and reading literacy. Both academic confidence and academic effort significantly influenced learners’ reading performance, indicating that motivational beliefs are closely tied to literacy development.