Statistical data analysis was used to test social cognitive theory's mediation model in the domain of reading. The mediation model asserts that reading self-efficacy fully mediates the relationship between reading anxiety and reading comprehension performance. This study tested the mediation model using measures of reading self-efficacy, reading anxiety, and reading comprehension performance in 77 seventh and eighth grade middle school students. Based on social cognitive theory, the hypotheses that a relationship among reading self-efficacy, reading anxiety, and reading comprehension performance exists and that reading self-efficacy would fully mediate the relationship between reading anxiety and reading comprehension performance was tested. Results suggested that a relationship among reading self-efficacy, reading anxiety, and reading comprehension performance does exist and that social cognitive theory's mediation model is only partially supported in the context of reading comprehension performance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]