The relationship between anxiety, motivation, self-efficacy beliefs towards english class and class success

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dc.authorid0000-0001-8934-3912
dc.contributor.authorKarakış, Özlem
dc.contributor.authorÇelenk, Süleyman
dc.date.accessioned2021-06-23T19:44:04Z
dc.date.available2021-06-23T19:44:04Z
dc.date.issued2016
dc.departmentBAİBÜ, Yabancı Diller Yüksekokulu, Yabancı Diller Bölümüen_US
dc.description2nd International Conference on Lifelong Education and Leadership for All (ICLEL) -- JUL 21-23, 2016 -- Liepaja Univ, Liepaja, LATVIAen_US
dc.description.abstractThe aim of this research is to examine the relationship between English language learning anxiety, motivation, self-efficacy beliefs and English class success of high school students. The sample of the present study consisted of 1505 high school students, studying at 9, 10, 11 and 12th grades in a city located in Black Sea region of Turkey. The data regarding the students' English language learning anxiety were collected through "Foreign Language Learning Anxiety Scale" developed by Horwitz, Horwitz ve Cope (1986); the data regarding the students' foreign language motivation were collected through subscales called "Motivational Intensity, Desire to Learn English, Attitudes toward Learning English and Instrumental Orientation" of "The Attitude/Motivation Test Battery (AMTB)" developed by Gardner (1985); the data regarding the students' foreign language self-efficacy beliefs were collected through subscale called "Self-efficacy" of " Motivated Strategies for Learning Questionnaire (MSLQ)" developed by Pintrinch and De Groot (1990). Students' grades in relation to English classes were obtained by the researcher with the assistance of vice principals of the schools. The results of the present study demonstrated that; (1) students' anxiety towards English class, motivation, self-efficacy belief levels and English language class academic achievement did not differ according to their school type, gender, class level, parents' educational status, whether there is someone in the family (mother, father, sibling) who knows English or not, how many hours they study English on average in a week and the monthly income of the family. (2) students' English class achievement average was 69,04. In other words, English academic achievement of students was slightly above average. (3) students' anxiety towards English class, motivation and self-efficacy belief levels were high. (4) all correlations between students' anxiety towards English class, motivation, self-efficacy belief levels and English language class academic achievement were statistically significant but weak at both .05 and 0.01 level. (5) correlation between students' Social Desirability subscale scores, total scores of Social Desirability Scale and other scales was low and students were not under the influence of social desirability while answering the scale questions. (6) students' anxiety towards English class affected their English class academic achievement directly most and indirectly self-efficacy belief and motivation towards English class affected their English class academic achievement respectively. Suggestions based on the data obtained in this study can be summarized as follows; (1) In the present study, that there was a meaningful relationship between English course success and anxiety towards English course, motivation, self-efficacy belief was determined. Thus, despite students' high level of anxiety towards English course, improving their English course success can be provided by increasing their motivation and self-efficacy beliefs towards the course. (2) In the present study, students' anxiety towards English course, motivation and self-efficacy beliefs were identified as indicative of English course success. Such an approach limits casual implications as this study had a relational pattern. Therefore, longitudinal and / or experimental research that will be done in the future may reveal important results in terms of allowing the causal inferences about it.en_US
dc.identifier.endpage832en_US
dc.identifier.isbn978-605-66495-1-6
dc.identifier.startpage822en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12491/8911
dc.identifier.urihttps://www.webofscience.com/wos/woscc/full-record/WOS:000392658100096
dc.identifier.wosWOS:000392658100096en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.institutionauthorKarakış, Özlem
dc.language.isoenen_US
dc.publisherIclel Conferencesen_US
dc.relation.ispartof2Nd International Conference On Lifelong Learning And Leadership For All (Iclel 2016)en_US
dc.relation.publicationcategoryKonferans Öğesi - Uluslararası - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectAnxiety Towards English Classen_US
dc.subjectMotivation Towards English Classen_US
dc.subjectSelf-efficacy Beliefs Towards English Classen_US
dc.subjectEnglish Class Achievementen_US
dc.subjectHigh School Studentsen_US
dc.titleThe relationship between anxiety, motivation, self-efficacy beliefs towards english class and class successen_US
dc.typeConference Objecten_US

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