Reflective Thinking, Self-Efficacy, Self-Esteem and Academic Achievement of Iranian EFL Students

Autor/inn/en	Asakereh, Ahmad; Yousofi, Nouroddin
Titel	Reflective Thinking, Self-Efficacy, Self-Esteem and Academic Achievement of Iranian EFL Students
Quelle	In: International Journal of Educational Psychology, 7 (2018) 1, S.68-89 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-3591
Schlagwörter	Reflection; Self Esteem; Self Efficacy; English (Second Language); Second Language Learning; Second Language Instruction; Predictor Variables; Foreign Countries; Academic Achievement; Multiple Regression Analysis; Questionnaires; Thinking Skills; Correlation; Self Concept Measures; Student Attitudes; Undergraduate Students; Metacognition; Statistical Analysis; Iran; Rosenberg Self Esteem Scale + Suchen Sie Ihr Suchwort? Self-esteem; Selbstaufmerksamkeit; Self-efficacy; Selbstwirksamkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Prädiktor; Ausland; Schulleistung; Fragebogen; Denkfähigkeit; Korrelation; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Statistische Analyse
Abstract	The present study investigated the relationship between reflective thinking, general self-efficacy, self-esteem and academic achievement of Iranian EFL students. To this end, 132 Iranian EFL students from three state universities were recruited. To collect the data, the participants completed four questionnaires, namely background information questionnaire, the reflective thinking skills questionnaire, the general self-efficacy scale and Rosenberg self-esteem scale. The results of two correlation matrixes revealed that there were statistically significant positive relationships between general self-efficacy, self-esteem and academic achievement of Iranian EFL students, while reflective thinking had no significant relationship with self-esteem, self-efficacy and academic achievement of the participants; in addition, no significant relationship between the components of reflective thinking and academic achievement of Iranian EFL students was observed. Moreover, the results of multiple regression analysis showed that between self-esteem and self-efficacy, the former was a stronger predictor of academic achievement of the Iranian EFL students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01