{"title":"The Interplay Among Academic Self-Concept, Self-Efficacy, Self-Regulation and Academic Achievement of Higher Education L2 Learners","authors":"Ozkan Kirmizi","doi":"10.5961/JHES.2015.107","DOIUrl":null,"url":null,"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.","PeriodicalId":30392,"journal":{"name":"Yuksekogretim ve Bilim Dergisi","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"18","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Yuksekogretim ve Bilim Dergisi","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5961/JHES.2015.107","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 18
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.
自我概念、自我效能和自我调节在很大程度上是预测二语学习者成功的三个重要因素。因此,本研究旨在测量高等教育学生学业自我概念、自我效能感和自我调节水平与学业成就和自我评价的关系,其次探讨学业自我概念、自我效能感和自我调节之间的相关性。本研究将学业自我概念定义为学业自信和学业努力两个主要组成部分。研究对象为130名英语语言文学系的高等教育外语学习者。采用Liu and Wang(2005)的学术自我概念量表作为主要的数据收集工具。它由两个子量表组成;学业自信和学业努力量表。为了测量学生的自我效能感,我们在查阅文献的基础上编制了一份四项问卷,并使用Pintrich等人(1991)开发的学习动机策略问卷(MSLQ)来测量学生的自我调节信念。采用描述性分析、方差分析、相关分析和回归分析对数据进行分析。结果表明,高等教育土耳其英语学习者在自我概念、自我效能、自我调节和自我评价方面具有中高水平。研究发现,成绩优异的学生有更高水平的自我调节、自我评价和学术自信。相关分析显示,本研究各变量均与学业成功高度相关,回归分析显示,自我效能感是学业成功最重要的预测因子。