Teacher Trainees’ Self-Efficacy Beliefs in Light of Their Perceived Language Aptitude and Explicit—Implicit Language Learning Behavior

Abstract

The causes leading to early teacher attrition may be numerous; however, studies have shown that low self-efficacy beliefs as well as too high initial self-efficacy beliefs may result in teachers leaving the profession. Selfefficacy beliefs are rarely investigated along with individual differences, and even if they are, these endeavors are limited to studying the relationship between self-efficacy beliefs and proficiency. This exploratory study aims to examine the factor structure and reliability of an instrument that is intended to measure self-efficacy beliefs, perceived language aptitude, and explicit-implicit learning behavior to be used in the future for studying teachers' self-efficacy beliefs. In addition, it also investigates the relationship between self-efficacy beliefs and perceived language aptitude. Thirdly, participants' explicit-implicit behavioral profiles are studied to assess whether there are any significant intergroup differences concerning self-efficacy. To this end, 62 teacher trainees filled in an online questionnaire, and the data was subjected to exploratory factor analysis, Pearson correlations, and cluster analysis. The results show a factor structure of nine scales that can reliably measure the proposed constructs; perceived language aptitude appears to account for 35% of variance in self-efficacy beliefs; and based on the teacher trainees' profiles, those who employ both explicit and implicit learning behaviors have higher selfefficacy beliefs. The results also lend support to the single-system approach of explicit-implicit learning, meaning that these processes are Anna Zólyomi not completely independent. Pedagogical implications that point to the role of the interplay of explicit and implicit learning are also discussed.

Second language learning motivation, life-long learning and 21st century skills in today's globalized world: A validation study

“…The collected data were coded and then entered into the SPSS (Statistical Package for Social Sciences) 28.0 software. The validation process of the questionnaire was based on processes detailed in previous validation studies (Divéki, 2018;Fajt, 2021;Illés & Csizér, 2010;Pereszlényi, 2020;Zólyomi, 2021). As a first step, the questionnaire was compiled, then an initial scrutiny of the structure of the questionnaire in terms of language and alignment with our research objectives followed.…”