The interplay among academic self-concept, self-efficacy, self-regulation and academic achievement of higher education l2 learners

Abstract

Self-concept, self efficacy, and self-regulation are three important factors that predict the success of L2 learners to a large extent. Therefore, the present study was designed to measure the academic self-concept, self efficacy, self-regulation level of higher education students in relation to academic achievement and self-evaluation and secondarily to investigate the correlation between academic self-concept, selfefficacy, and self-regulation. In the present study, academic self-concept was conceptualized as comprising of two main components: academic confidence and academic effort. The participants of the study are 130 higher education EFL (English as a Foreign Language) learners enrolled in English Language and Literature department. Liu and Wang's (2005) academic self-concept scale was used as the main data collection tool. It consists of two sub-scales; academic confidence and academic effort scales. A four-item questionnaire was formed by examining the literature in order to measure self-efficacy and Motivated Strategies for Learning Questionnaire (MSLQ), developed by Pintrich et al. (1991), was used to measure self-regulation beliefs of students. Descriptive, variance, correlation and regression analyses were conducted in order to analyze the data. The results indicated that higher education Turkish EFL learners have a moderate-to-high level of self-concept, self-efficacy, self-regulation, and self-evaluation. High achieving students were found to have higher levels of selfregulation, self-evaluation and academic confidence. Correlation analysis indicated that all of the variables of the study are highly correlated with academic success and regression analysis revealed that self-efficacy was the most important predictor of academic success.

A Causal Model of Motivational Beliefs with the Mediating Role of Academic Hope on Academic Self-Efficacy in High School Students

“…In the center of the concept of influence and agency, self-regulation and its components are among the motivational beliefs, a process by which individuals activate and continue their behavior, cognition, and emotions regularly and organized to achieve their goals. Also, the results are consistent with the results of the previous studies (Ekholm, Zumbrunn, & Conklin, 2015;Kim, Wang, Ahn, & Bong, 2015;KIRMIZI, 2015;Zimmerman, Schunk, & DiBenedetto, 2017). The variables of hope and self-efficacy with positive energy, sense of usefulness, and planning in personal and educational life are semantically related.…”

Estrategias de aprendizaje de estudiantes universitarios como predictores de su rendimiento académico

“…Ayele, K. (2017) construyó un modelo de regresión (R 2 =.47) que identificó como predictores significativos del rendimiento académico a las variables regulación de la estrategia de aprendizaje (β=.44) y autorregulación metacognitiva (β=.33). Kirmizi (2015) construyó un modelo de regresión (R 2 =,23) en el que el rendimiento estuvo fuertemente asociado a las creencias de autoeficacia (β=.40). El trabajo de Čotar Konrad (2015) presenta un modelo de regresión (R 2 =,20) con variables predictoras ansiedad (β=-.20) y autoeficacia (β=.37).…”

Engineering Students’ Challenging Learning Experiences and their Changing Attitude towards Academic Performance

“…Academic performance somehow is not anymore the only measure of having self confidence for engineering students because they cannot really achieve it in the program. Some studies claimed in general perspective that those who have higher academic achievement tend to feel more confident; in contrast, those who lack confidence in themselves achieve less (Aryana, 2010;Kirmizi, 2015;Negru-Subtirica & Pop, 2016). Furthermore, it gives certain level of fulfilment among parents if their children will be receiving high academic performance because they assume that their children are performing well in school.…”