An Investigation into the Relationship Among Self-Efficacy, Self-Esteem, Test Anxiety and Final Achievement of English Literature Students
الموضوعات : Journal of Studies in Learning and Teaching English
Maryam Bahmani Fard
1
(Shiraz Azad University)
الکلمات المفتاحية: self-esteem, Self-efficacy, test anxiety, achievement score,
ملخص المقالة :
The purpose of this study was to investigate the rela- tionship among self-efficacy, self-esteem, test anxiety and EFL learners’ final achievement scores. A number of 72 students majoring in English Literature at Shiraz University participated in this study. Three ques- tionnaires, General Perceived Self-Efficacy (GPSE) Scale, Rosenberg Self-Esteem Scale (RSES), and Test Anxiety Questionnaire (TAQ), to- gether with a final achievement score were used. Correlational analyses were run to determine the relationship among the variables. The ob- tained results revealed that self-esteem had a positive correlation with self-efficacy, while the relationship between self-esteem and test anxi- ety was seen to be non-significant. The same was true about the rela- tionship between self-efficacy and test anxiety. Moreover, a moderate, positive, relation was observed between self-efficacy and students’ final scores. There was a positive correlation between self-esteem and stu- dents’ final scores. However, test anxiety and students’ final scores were negatively correlated. A linear regression analysis was also employed which showed that self-efficacy was the best predictor of students’ final achievement scores. The findings of Pearson Product-Moment Corre- lation revealed that, regarding the relationship among the variables, there was a difference between male and female students. Finally, an independent samples t-test was run to show the effect of gender on the performance of the participants. Male and female students did not significantly differ from each other in terms of self-efficacy, self-esteem, test anxiety, and final achievement scores
