Students’ Self-Efficacy and Self-Rating Scores as Predictors of Their Academic Achievement

Nwosu, Kingsley Chinaza; Okoye, Romy O.

doi:10.5901/jesr.2014.v4n3p223

Cited by 3 publications

(3 citation statements)

References 18 publications

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“…As put forward by Tilfarlioglu and Cinkara (2009 , p. 130), “self-efficacy beliefs influence human functioning through cognitive, motivational, affective, and decisional processes”. Relying on this statement, Nwosu and Okoye (2014) submitted that language learners’ academic performance may be remarkably influenced by their self-efficacy beliefs. In a similar vein, Hwang et al (2016) declared that learners with higher levels of self-efficacy commonly outperform other learners.…”

Section: Introductionmentioning

confidence: 99%

English as a Foreign Language Learners’ Academic Achievement: Does Creativity and Self-Efficacy Matter?

2022

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Given the centrality of learners’ individual differences in their academic achievement, a plethora of research has been done on various individual difference variables and their associations with learners’ increased achievement. Yet, the role of creativity and self-efficacy in EFL learners’ academic achievement has not been extensively studied. Further, no review inquiry has simultaneously probed into the consequences of these two individual difference variables for learners’ academic achievement. This study strives to fill this underappreciated gap by addressing the positive consequences of creativity and self-efficacy for EFL learners’ academic achievement. The desirable consequences of creativity and self-efficacy beliefs were clarified using the available evidence. Finally, the conclusions and consequences of the findings are discussed.

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Section: Introductionmentioning

confidence: 99%

English as a Foreign Language Learners’ Academic Achievement: Does Creativity and Self-Efficacy Matter?

2022

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“…Evidently, every individual has a firmly held belief about his or her ability to carry out a particular activity (Nwosu & Okoye, 2014). It is possible that the confidence students hold about their capabilities to speak publicly in a foreign language could play an important role in helping them to overcome their communication apprehension.…”

Section: Introductionmentioning

confidence: 99%

<p>Understanding Third Language Learners’ Communication Apprehension, by Employing their Socio-Demographic Profiles, Academic Motivation and Self-Efficacy as Predictors</p>

Akuneme

Nwosu

2023

EJREP

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Introduction. Communication apprehension is significant in understanding the language skills acquisition of foreign language students. However, studies on communication apprehension have been devoted mainly to second language learners of the English Language. Consequently, there is, in the body of literature, insufficient evidence to understand factors that impact communication apprehension of third language learners. This gap can limit the capacity of researchers interested in foreign language to understand the mechanism underlying third language learners’ communication apprehension. This warranted the need to investigate the predictive powers of socio-demographic variables, academic motivation, and self-efficacy on the communication apprehension of French, Chinese and German third language learners in Nigerian Federal universities. Method. A hierarchical regression analysis was conducted on a sample of 278 third language learners (French n = 148; Chinese n = 78 and German n =52). Socio-demographic variables (age, gender and language of specialization), dimensions of academic motivation (intrinsic motivation, extrinsic motivation, motivational strength) and self-efficacy served as the predictor variables while communication apprehension was the criterion variable. Results. Results revealed that while the socio-demographic variables were not significant predictors, intrinsic motivation and self-efficacy negatively and significantly predicted third language learners’ communication apprehension whereas motivational strength became a positive and significant predictor of third language learners’ communication apprehension only when their self-efficacy was entered in the model. Discussions and conclusions. Based on the findings, it was concluded that possession of strong self-efficacy beliefs and high intrinsic motivation might be essential for third language learners to overcome their communication apprehension.

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“…There are some studies that found a negative relationship between selfefficacy and learning language performance (Anyadubalu, 2010;Ersanlı, 2015;Nwosu & Okoye, 2014). The example is the study of Anyadubalu (2010), which found that self-efficacy alone cannot predict performance.…”

Section: Dri In Improving Self-efficacymentioning

confidence: 99%

The effects of differentiated reading instruction on reading comprehension and self-efficacy of undergraduate students

Cholsakorn¹

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This study examined the effects of differentiated reading instruction (DRI) on the reading comprehension and self-efficacy of undergraduate students. The study indicated their improvement in both areas after the intervention. Thirty-three students attending the course of English for Scientists were chosen for the study. The pre-test in reading comprehension and the self-efficacy questionnaire were administered before the intervention. The scores of the pre-test of reading comprehension were used to divide the students into two groups according to their level of reading proficiency: lower-proficiency level students and higher-proficiency level students. The post-test of reading comprehension and that of self-efficacy was administered after the course to measure the students’ improvement. The content, process and product were tiered to accommodate students’ learning in each group. To differentiate the content and process, the materials were tiered according to each group’s reading ability level. Intermediate-level students received the on-level texts while beginner-level students received the simplified texts. Scaffolding was also provided to the students to help their reading according to their proficiency. To differentiate the product or students’ performance, the criteria for assessing students’ presentation were also adjusted to suit the level of the students. The findings showed a significant improvement in both reading comprehension and self-efficacy, with more significant improvement in the lower-level proficiency group. The correlation coefficient suggested that there was no relationship between students’ reading comprehension and self-efficacy. However, the positive attitudes of students toward DRI were evidenced. Based on the study findings, it could be concluded that DRI could be effectively implemented to promote students’ reading comprehension and self-efficacy.

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Students’ Self-Efficacy and Self-Rating Scores as Predictors of Their Academic Achievement

Cited by 3 publications

References 18 publications

English as a Foreign Language Learners’ Academic Achievement: Does Creativity and Self-Efficacy Matter?

English as a Foreign Language Learners’ Academic Achievement: Does Creativity and Self-Efficacy Matter?

<p>Understanding Third Language Learners’ Communication Apprehension, by Employing their Socio-Demographic Profiles, Academic Motivation and Self-Efficacy as Predictors</p>

The effects of differentiated reading instruction on reading comprehension and self-efficacy of undergraduate students

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