The Impact of Postmethod Pedagogy on Academic Achievement, Self-Efficacy, Emotions, and Self Esteem According to the Dynamic Systems Theory

Subject Areas : All areas of language and translation

Yalda Hooman ¹ , رضا رضوانی ² , Shahram Afraz ³

1 - PhD Candidate of TEFL, English Department, Qeshm Branch, Islamic Azad University, Qeshm, Iran
2 - Yasouj University
3 - Assistant Professor of Applied Linguistics, English Department, Qeshm Branch, Islamic Azad University, Qeshm, Iran

Received: 2021-07-25 Accepted : 2021-07-25 Published : 2021-07-01

Keywords: Academic Achievement, academic self-efficacy, academic emotions, Academic self-esteem, Dynamic systems theory, Postmethod pedagogy,

Abstract :

The current paper investigated the effect of postmethod pedagogy on senior high School students’ achievement, academic self-efficacy, achievement emotions, and self-esteem. The participants of this study included 120 female students in Zahedan located in the Iranian province of Sistan and Baluchistan. They were randomly recruited and categorized into two control and experimental groups. The students’ academic achievement was measured through a pretest. Subsequently, the Morgan-Jinks Student Self-Efficacy Scale (MJSES), Pekran Academic Achievement Emotions Questionnaire (AEQ) (2005), and Rosenberg Self-Esteem Scale (RSES) were distributed among the participants in both groups. The control group received instruction based on the conventional method, while instruction in the experimental group was based on the new method during the academic year. Upon the completion of the study, the achievements of both groups were measured again through a posttest. The data obtained were analyzed to reveal that postmethod played an important role in teaching and the use of this approach could develop academic achievement, self-efficacy, emotions, and self-esteem among senior high school students.

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