Effects of depression, anxiety, and stress on reading self-efficacy in Peruvian adolescents

Introduction The process of reading encompasses not only cognitive dimensions but also motivational factors, such as self-efficacy, which are crucial for learning among adolescents. These factors can be influenced by adverse physiological and emotional conditions. Consequently, the objective of this study was to ascertain whether depression, anxiety, and stress are negatively associated with reading self-efficacy in Peruvian adolescents. Method This study employs a quantitative, non-experimental cross-sectional design, utilizing surveys to gather data from 463 adolescent students, aged 12 to 17 years, attending one public and two private schools in Chanchamayo, Junín, Peru. The research instruments include the Abbreviated Scales of Depression, Anxiety, and Stress (DASS-21) and the Self-Efficacy Scale for Reading. Results The findings indicate that women exhibit significantly higher levels of depression ( p < 0.05) and anxiety ( p < 0.01) compared to men. A structural equation modeling (SEM) analysis was performed, demonstrating an excellent fit: χ 2 scaled = 1.18, df = 2, p = 0.553, CFI = 1.000, TLI = 1.006, RMSEA = 0.000 CI 95% [0.000, 0.069], and SRMR = 0.004. This analysis confirms that depression (β = −0.20, p < 0.05) and anxiety (β = −0.23, p < 0.01) are negatively associated with reading self-efficacy, whereas stress (β = 0.03, p = 0.636) is not associated with reading self-efficacy among Peruvian adolescents. The model accounts for 14.5% of the variance in reading self-efficacy. Conclusion Depression and anxiety are negatively associated with reading self-efficacy among Peruvian adolescents. Conversely, there is no empirical evidence to indicate that stress is linked with reading self-efficacy.