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2015, Cilt 5, Sayı 1, Sayfa(lar) 032-040 |
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DOI: 10.5961/jhes.2015.107 |
The Interplay Among Academic Self-Concept, Self-Efficacy, Self-Regulation and Academic Achievement of Higher Education L2 Learners |
Özkan KIRMIZI |
Karabük University, Faculty of Letters, Department of Western Languages and Literatures, Karabük, Turkey |
Keywords: Self-concept, Self-efficacy, Self-regulation, Academic achievement |
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.
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