Exploring the Relationship Among International Students' English Self-efficacy, Using English to Learn Self-efficacy, and Academic Self-efficacy

Abstract

One of the major challenges for international students to pursue academic goals in the United States is English language proficiency, which often negatively affects academic success. Even students with confidence in their English language proficiency encounter challenges using English in class. Previous research indicates self-efficacy positively predicts English language proficiency and academic achievement. Therefore, the current study hypothesized a model using self-efficacy in using English to learn as a mediator between English and academic self-efficacy. The structural equation modeling results indicate English self-efficacy indirectly influenced international students’ academic self-efficacy through their using English to learn self-efficacy. Findings suggest using English and using English to learn self-efficacy are two distinct constructs. These results warrant academic English support for non-native English speaking international students.
 

The Role of Academic Self-Confidence on Thriving among International College Students in the U.S. and Canada

“…Other scholars have considered the importance of self-efficacy (Gebregergis et al, 2020). Wang, et al, (2018) suggest that self-efficacy is an index of motivation and achievement. However, self-efficacy is also merely an indicator of one's belief about one's ability to accomplish tasks, in this case academic tasks (Shoemaker, 2010).…”

“…Self-efficacy is a student's belief about their capacity of accomplishing a task (Zorkina & Nalbone 2003). As such, it is a referent of motivation and achievement, and has been found to predict success among many populations, including international students (Mostafa & Lim, 2020;Wang et al, 2018). Another characteristic, self-esteem, has also been shown to relate to social connection and support (Lopez & Bui, 2014).…”

“…The concept of self-confidence is much more difficult to evaluate because it is focused on the future based on the past, rather than one's efficacy or esteem in the present (Gebregergis, Mehari, Gebretinsae,& Tesfamariam, 2020). However, the well-documented positive relationship between academic self-confidence and academic success among international and other populations in universities and colleges (Lemoyne et al, 2017;Shoemaker, 2010;Stankov et al, 2012;Telbis et al, 2014;Wang et al, 2018) warrants the examination of the role of academic self-confidence on thriving among international college students.…”

“…The concept of thriving derives from positive psychology and it is a particularly important success outcome to consider for international college students because of its holistic approach to student success (Sherry, Thomas, & Chui, 2010). Furthermore, research has documented the positive relationship between academic self-confidence and academic success among international and other populations in universities and colleges (Lemoyne et al, 2017;Shoemaker, 2010;Stankov et al, 2012;Telbis et al, 2014;Wang, et al, 2018). Therefore, this study also attempts to add to the literature by examining the role of academic self-confidence on international college students' thriving.…”

The Impact of Quality of Experience of Chinese College Students on Internet-Based Resources English Learning

“…Bandura defines self-efficacy as a belief in an individual's ability to organize and perform necessary actions to achieve a specific achievement [36]. The belief in self-concept refers to a person's self-cognition and self-worth judgment when an individual is capable of completing a certain task, such as writing, or completing a specific field task, such as English performance [37]. From the perspective of social cognitive theory (SCT), selfefficacy would be the best way to evaluate an individual's sense of personal action [38].…”