Self-efficacy Beliefs

The current mixed-method research aimed to investigate the effects of self-constructs on self-regulation. To this end, a number of 127 Iranian EFL learners were chosen randomly as the sample of the study. To collect data, semi-structured interviews were designed. Also, correlation analysis and regression analysis were run on the data. The results of interview data suggested that motivated learners who reported self-regulation tended to display positive visualization of their ideal L2 self and self-efficacy beliefs. Besides, the result of correlation analysis indicated that ideal L2 self had stronger association with self-efficacy beliefs than with self-regulation, suggesting that it is necessary to hold positive beliefs towards language learning in order to visualize oneself as a proficient and successful language user. Of the two self-constructs, self-regulation turned out to be most strongly associated with self-efficacy followed by ideal L2 self indicating that what characterizes self-regulated learners is that their levels of self-efficacy is higher compared to those who are not. Finally, the result of regression analysis revealed that self-efficacy and, to the lesser extent, ideal L2 self were found as direct predictors of self-regulation. It seems unlikely to be a motivated learner without the actual beliefs in ones’ ability and a strong actualization of one’s image as a successful language user.   

As noted by Shohamy (1982), affective considerations in language testing have occupied an outstanding place in education. Despite the importance of this issue, it appears that the test-takers' perceptions regarding motivation, self-efficacy beliefs and feelings in addition to their possible relationships have not been investigated in much detail. To narrow the gap, the primary aims of this paper were to explore Iranian non-English PhD students’ perceptions about motivation, self-efficacy beliefs and feelings. This paper also sought to investigate the association between motivation and self-efficacy beliefs, motivation and feelings, as well as self-efficacy beliefs and feelings. To collect the data, an attitudinal researcher-made questionnaire constructed and validated (in Persian) with 15 items from 1-5 (strongly disagree to strongly agree). To ensure reliability, pilot study was conducted on 60 participants; subsequently, the questionnaire was distributed among 252 participants throughout Iran by online administration. The results of descriptive statistics using SPSS displayed that participants were intrinsically motivated to be prepared for this English Proficiency Test (EPT). Furthermore, they showed the low level of self-efficacy beliefs towards their achievement in the test with high level of amotivation. Lastly, spearman results confirmed that all of these psychological factors were significantly correlated.

The study aimed to examine the mediating role of self-efficacy beliefs in the relationship between coping strategies and language learning anxiety using Structural Equation Modeling (SEM). A total of 783 language learners participated in this research and completed Coping with Language Anxiety Scale, Foreign Language Anxiety Scale, and Self-Efficacy Belief Scale. The data were analyzed using SEM to test the hypothesized mediation model. Results indicated that coping strategies were negatively associated with language learning anxiety. Furthermore, self-efficacy beliefs partially mediated the relationship between coping strategies and language learning anxiety. Specifically, higher levels of self-efficacy were found to enhance the negative effect of coping strategies on language learning anxiety. These findings highlight the importance of promoting coping strategies and self-efficacy in language learning contexts to reduce anxiety. The implication of these findings for language learners, educators, and researchers are discussed, along with suggestions for future research in this area.