en The Place of Self-efficacy and Self-regulation in Reading Comprehension in Online Classes تخصصي Special پژوهشي Research <span style="font-size:11pt"><span style="line-height:normal"><span calibri="" style="font-family:"><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Online classes, among other things, may require confidence, persistence, use of effective strategies, managing distractions, and maintaining focus on the part of the learners. Due to the prevalence and unique nature of this mode of instruction, it seems necessary to examine the factors that contribute to successful learning outcomes. This study examined the function of internet self-efficacy and online self-regulated learning in an online reading course. 264 university students completed the Persian versions of the Online Self-regulation Questionnaire (<span style="color:blue">Cho & Cho, 2017</span>) and the Online Learning Self-Efficacy Scale (<span style="color:blue">Zimmerman & Kulikovich, 2016</span>). Their reading performance was evaluated by the reading section of the TOEFL. The results, analyzed by a bivariate correlation, showed a significant correlation between internet self-efficacy and reading comprehension. Also, a significant positive connection was found between reading comprehension and self-regulated learning. Learners confident in using online environments and active in regulating their cognitive processes during reading tasks showed better comprehension outcomes. The regression analysis findings, however, show that self-efficacy (&beta; = 0.47, t = 8.15, p < 0.00) is a stronger predictor of reading performance than self-regulation (&beta; = 0.16, t = 2.89, p < 0.00). The findings highlight the importance of promoting self-regulation and internet self-efficacy to improve reading comprehension. Further research should explore other factors, such as cultural perspectives, teaching methods, cognitive abilities, and technological advancements. </span></span></span></span></span><br> <br> &nbsp; <span style="font-size:11pt"><span style="line-height:normal"><span calibri="" style="font-family:"><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Online classes, among other things, may require confidence, persistence, use of effective strategies, managing distractions, and maintaining focus on the part of the learners. Due to the prevalence and unique nature of this mode of instruction, it seems necessary to examine the factors that contribute to successful learning outcomes. This study examined the function of internet self-efficacy and online self-regulated learning in an online reading course. 264 university students completed the Persian versions of the Online Self-regulation Questionnaire (<span style="color:blue">Cho & Cho, 2017</span>) and the Online Learning Self-Efficacy Scale (<span style="color:blue">Zimmerman & Kulikovich, 2016</span>). Their reading performance was evaluated by the reading section of the TOEFL. The results, analyzed by a bivariate correlation, showed a significant correlation between internet self-efficacy and reading comprehension. Also, a significant positive connection was found between reading comprehension and self-regulated learning. Learners confident in using online environments and active in regulating their cognitive processes during reading tasks showed better comprehension outcomes. The regression analysis findings, however, show that self-efficacy (&beta; = 0.47, t = 8.15, p < 0.00) is a stronger predictor of reading performance than self-regulation (&beta; = 0.16, t = 2.89, p < 0.00). The findings highlight the importance of promoting self-regulation and internet self-efficacy to improve reading comprehension. Further research should explore other factors, such as cultural perspectives, teaching methods, cognitive abilities, and technological advancements. </span></span></span></span></span><br> &nbsp; Internet self-efficacy, online instruction, reading comprehension, self-regulated learning, successful learning outcomes Internet self-efficacy, online instruction, reading comprehension, self-regulated learning, successful learning outcomes 90 104 http://ijreeonline.com/browse.php?a_code=A-10-1218-2&slc_lang=en&sid=1 Reza Nejati nejatireza2@gmail.com 10031947532846003499 10031947532846003499 Yes Shahid Rajaee Teacher Training University