Self-Efficacy

The study examines the effects of the Self-Determined Learning Model of Instruction (SDLMI) on intermediate English as a foreign language (EFL) learners’ L2 autonomous motivation, self-efficacy, and perceived locus of causality. Given the evolving paradigms of language teaching, SDLMI values ​​autonomy, competence and connectedness in teaching instruction and offers a distinctive approach. Drawing on contemporary motivational theories, the study examines how SDLMI impacts these key dimensions in intermediate EFL learners compared to a traditional instructional approach. Participants from four EFL classrooms completed SDLMI in the experimental group and conventional instruction in the control group. Instruments included the Preliminary English Test, motivational questionnaires, and SDLMI-based assessments. Data were analyzed using descriptive statistics and independent samples t-tests. Descriptive statistics for both groups (mean and SD) were calculated. Independent samples t-tests were conducted to compare the means between the experimental group and the control group and to examine possible significant differences in the effect of SDLMI on autonomous motivation, self-efficacy, and perceived locus of causality. The study contributes to instructional practices, advocating for autonomy-supportive strategies in fostering holistic language. 

Background: Physical education (PE) plays a crucial role in fostering an enjoyment of physical activity (PA) and developing physical literacy in students. This, in turn, contributes to lifelong health and well-being. Aim: The study explored the association between teachers’ perceived physical literacy, students' enjoyment of PA, and physical literacy. This was done by investigating the mediating role of teachers' self-efficacy in teaching PE. Materials and Methods: The sample included 40 physical education teachers and 100 students in 7 to 9 grades of secondary education, totaling 140 participants. The teachers completed the Physical Education Teachers' Perceived Physical Literacy Instrument (PPLI) and Teacher Self-Efficacy Scale (TSES). In contrast, the students completed the Physical Activity Enjoyment Scale (PACES) and Adolescent Physical Literacy Questionnaire (APLQ). Results The results from the structural equation modeling confirmed the model's fit and showed that teachers’ perceived physical literacy and self-efficacy have a direct and positive relationship with students' enjoyment of PA and physical literacy. Additionally, teachers' self-efficacy indirectly mediated the relationship between teachers’ perceived physical literacy and students' enjoyment of PA and physical literacy. Conclusion: The results underscore the importance of teachers' perceived physical literacy in fostering positive student outcomes concerning PA by mediating the role of teaching self-efficacy.

Due to time constraints and large classes, teachers typically prefer to have product-based writing classes. Going through the existing literature, almost no study has examined the interrelationships among four variables of strategy use, self-efficacy, language proficiency, and writing autonomy in product and process writing classes. To this end, 381 Iranian male and female EFL students of English majors were chosen from the Universities of Qom and Kermanshah.  OPT and the questionnaires were distributed in person, via email, and an already-made Google-Doc link of the instruments. The data were analyzed using multiple correlation and SEM. Multiple correlations pointed to two-way correlations among the included variables in the process-oriented group in comparison to the product-oriented groups. In other words, learners in the process-based group appeared to be more autonomous, more self-efficacious, and more proficient language learners and could make more appropriate use of L2 strategies. The findings obtained from SEM also revealed the fact that the model of relationships among self-efficacy, autonomy, language proficiency, and strategy use enjoyed a good fit. Teachers will be able to make more informed and proper decisions regarding the adoption of either process-based or product-based instructional approaches to teaching writing in their own classes in general, and the way students’ levels of self-efficacy, autonomy, language proficiency, and strategy use can be boosted in particular. 

Since the emphasis of the studies has shifted from a teacher-centered approach to a learner-centered one, researchers have discovered the significance of variables originating inside learners during the learning process. The present study was an attempt to focus on self-efficacy and strategy use as two learners’ variables. The purpose of this study was to investigate whether there is any relationship between EFL learners’ self-efficacy, strategy use, and grammar performance. In addition, it aimed to find out whether there is any difference between high self-efficacious learners and low self-efficacious learners in strategy use and grammar performance. To conduct the study, a non-experimental correlational design was used and thirty-five participants consisting of males and females studying English language teaching were selected randomly out of all the sophomores. Two questionnaires and a test were the main instruments in gathering data. Based on the results of the questionnaire, they were divided into two groups of high and low by using a normal distribution curve. As a result of running several data analysis tests, the findings of the present study revealed a significant relationship between EFL learners’ self-efficacy, strategy use, and their performance on a grammar test. Furthermore, it was illustrated that high self-efficacious learners performed better than low self-efficacious ones on the grammar test and grammar strategy use questionnaire.

Objective: The purpose of this study was to predict marital satisfaction based on health anxiety and self-efficacy with the mediation role of mindfulness in women with multiple sclerosis. Method: The present research method was descriptive-correlational using structural equation modeling (path analysis). The statistical population included 14899 married women with diplomas and higher education who were members of the Tehran MS Association in 2021. Using the Cochran formula, 342 women were selected as research samples through convenience sampling. All participants responded to four questionnaires, including Olson et al.’s Marital Satisfaction, Salkovskis et al.’s Health Anxiety, Schwarzer and Jerusalem’s Self-efficacy, and Baer et al.’s Mindfulness questionnaires. Results: The results showed the direct effect of marital satisfaction through self-efficacy and health anxiety was significant (P<0/05). Also, the indirect effect of marital satisfaction through mindfulness was significant (P<0/05). Conclusion: According to the results, mindfulness plays a mediating role in the relationship between health anxiety, self-efficacy, and marital satisfaction.   

Introduction: Psychologists and counselors need Psychological Capital and Sense of Coherence to effectively engage in their professional roles in prevention and intervention. So the purpose of this study was to investigate the role of psychological capital and sense of coherence in the work engagement of Iranian psychologists and counselors.Materials and Methods: Using a web-based sampling method, 1156 psychologists and counselors from different regions of Iran were selected in 2021 and completed the Utrecht Work Engagement Scale (UWES; Schaufeli & Bakker, 2003), the Psychological Capital Questionnaire (PCQ:Luthans, 2002), and the Sense of Coherence Scale (SOC:Flensborg-Madsen, 2017). SPSS26 was used to analyze the data using Pearson correlation coefficient and stepwise multiple regression.Findings: The results indicated a positive and significant relationship between the components of psychological capital (self-efficacy, resilience, hope, and optimism) and the feeling of psychological cohesion with job desire. (P<0.001). The regression analysis also showed that self-efficacy, optimism, and hope could predict the participants' work engagement (P<0.001).However, resilience and a sense of psychological cohesion could not predict work engagement (P<0.05).Discussion The findings highlighted the role of psychological capital and a sense of coherence in the work engagement of Iranian psychologists and counselors and its place supports them in preventive and intervention activitiesConclusion: Based on the results of the current research, psychological capital and Sense of Coherence are important and influential variables on work engagement among mental health professionals, and it is suggested to pay more attention to these variables in the empowerment programs of mental health professionals

The present research is devoted to the study of the effect of teaching self-regulation learning strategies (cognition, metacognition) on self-efficacy and mental health of students in Astara city. The statistical population included all the female students of the first high school (second period) of Astara city in the academic year of 1996-1997. Among these students, 46 students were selected by multi-stage cluster sampling method and they were randomly replaced into two experimental and control groups. The instruments used were: Pentrich and Groot's self-regulated learning strategies questionnaire (1990) and Goldberg and Hiller's general health questionnaire. (1979). The current research is a semi-experimental research of the pre-test-post-test design type with a control group. After conducting the pre-test for the experimental and control groups, the experimental group was trained in self-regulated learning strategies for 10 sessions of 60 minutes based on the theoretical background of the research of Nunes et al. et al., under the title of "How to comprehensively self-regulate?" Then the post-test was done for the experimental and control groups. The results of multivariate analysis of variance (MANOVA) and univariate analysis of variance (ANOVA) showed a significant difference in self-efficacy in the experimental group, but this significance was not observed in mental health.

Aim: The Ethical and Legal Issues Self-Efficacy in Counseling (ELICSES) has been developed to evaluate counselors' and psychologists' self-efficacy in ethical and legal issues. Psychometric properties of the ELICSES in Iranian counselors and psychologists remain a largely unexplored realm. Method: The present study, therefore, seeks to translate the scale from English to Persian while also investigating the psychometric properties of the Persian version of the ELICSES. Online sampling was utilized to collect data from four hundred and forty-seven counselors, psychologists, and trainees who participated in the study. Ethical and Legal Issues in the Counseling Self-Efficacy Scale and Marlowe–Crowne Social Desirability Scale were used in the study. Results: The results of face (all items earned greater than 1.5 except one item (1.2)), content (overall CVI > 0.79, CVR > 0.62), and construct validity (CMIN=3.65, CFI=0.922, RMSE=0.45; also AVE> .5 and CR> .7) indicated that the ELICSES held appropriate validity and reliability. The results of the confirmatory factor analysis confirm the three factors of the ELICSES among Iranian counselors, psychologists, and trainees. Conclusion: These results suggested the validity and reliability of the ELICSES in evaluating self-efficacy when it comes to ethical and legal issues among Iranian counselors, psychologists, and trainees

INTRODUCTION: The aim of the present study was to investigate the relationship between self-efficacy and resilience with psychological preparation with the mediating role of stress coping styles in RCS Rapid Response Teams in Iran. METHODS: In this descriptive-correlational study, the statistical population was people working in RCS Rapid Response Teams in Iran in 2023. A total of 338 people were selected based on Kleine's model and available sampling method. Data collected with Sherer's General Self-Efficacy Scale (GSES); Connor-Davidson Resilience Scale (CD-RISC) and the Coping Inventory for Stressful Situations (CISS) and analyzed using SPSS-28 and AMOS software. FINDINGS: According to the findings, resilience had a direct and significant effect with both psychological preparation and stress coping styles which were able to play a meaningful mediating role in the relationship between self-efficacy and resilience with psychological preparation. Also, the results of the fit indices look good and acceptable. (RMSEA=0.032 and p<0.05). CONCLUSION: The results show that considering the significant mediating role of stress coping styles, it is possible to improve the level of psychological preparation in RCS Rapid Response Teams by applying effective interventions such as stress coping styles and resilience training.

Purpose: This research aims to explore the various aspects of educational environments that shape how students perceive themselves, with a focus on the interactions and experiences that contribute to their self-concept and academic engagement. Methodology: This qualitative study was conducted using semi-structured interviews with 21 participants who were either currently enrolled in educational institutions or had recently graduated. Data collection continued until theoretical saturation was achieved, ensuring a comprehensive understanding of the phenomena. The interviews were transcribed and analyzed using NVivo software to identify recurring themes and patterns related to the educational environment and its impact on student self-perception. Findings: Four main themes were identified: Institutional Environment, Educational Practices, Student Engagement, and Self-Perception Development. Each theme comprised various categories that elucidated the influence of educational settings on students: Institutional Environment included Physical Infrastructure, Social Climate, Academic Atmosphere, Administrative Support, and Extracurricular Activities. Educational Practices focused on Teaching Methods, Evaluation Techniques, and Teacher-Student Relationships. Student Engagement highlighted Participation in Class, Engagement in School Governance, Peer Collaboration, and Identification with School. Self-Perception Development covered Identity Formation, Self-Efficacy, Career Aspirations, Academic Self-Concept, and Emotional Resilience. Conclusion: The study concluded that educational institutions play a pivotal role in shaping student self-perception through various environmental and interactional aspects. These elements not only influence students' academic engagement but also significantly impact their self-concept and future aspirations. The findings underscore the need for educational policies and practices that enhance positive student experiences and support comprehensive development.

This study aimed at exploring a host of objectives: it examined whether self-efficacy, learner autonomy, and critical thinking play a significant part in predicting EFL learners'' language mindset. Moreover, it inspected the direct and indirect relationships among all the above-mentioned variables. To achieve these purposes, a correlational survey design was used; survey questionnaires (Motivated Strategies for Learning Questionnaire (MSLQ), Learner Autonomy Questionnaire, California Critical Thinking Skills Test (CCTST), and Language Mindsets Inventory (LMI) were administered to more than 700 male and female intermediate EFL learners selected through convenient sampling from several language institutes in Isfahan, Iran, and the required data were collected and statistically analyzed by path analysis in the SmartPLS environment. The obtained results showed that all the variables are partially related to language mindset. However, the significant relationship with mindset was that of self-efficacy. This finding has useful implications for language teachers. Growth mindsets must be captured and modeled by them for the proper implementation of mindset interventions so that learners can understand their flexible capacities as a reflection of their efforts. They can also develop attitudes and behaviors in the learner that will help them succeed in life. Learners who undergo a growth mindset intervention to increase self-efficacy will benefit from greater academic success and commitment to learning.

This study aimed to examine the effects of a teacher education course on EFL teachers’ self-efficacy in formative assessment. The researchers employed a mixed-method design that combined quantitative and qualitative approaches to investigate the effects of the course. Thirty EFL teachers participated in the study and completed pre- and post-intervention questionnaires to assess their formative assessment self-efficacy beliefs. In addition, semi-structured interviews were conducted to gather qualitative data on teachers’ beliefs about formative assessment. The quantitative data were analyzed using paired-sample t-tests, and thematic analysis was conducted for the qualitative data. The results indicated a significant increase in teachers’ formative assessment self-efficacy beliefs. The findings suggest that providing teacher education courses focused on formative assessment can effectively enhance EFL teachers’ self-efficacy and utilization of such assessment methods in online classroom. The current study has some pedagogical implications and recommendations for the implementation of similar courses and potential areas for future research are also discussed.

This mixed methods nationwide research aimed to examine the relationships between three variables; namely, self-efficacy (S-E), emotional intelligence (EI), autonomy (A), their sub-constructs and reading comprehension ability of Persian second language (PSL) students. Participants were 141 PSL students from 28 different countries studying at 12 universities across Iran. Data were collected through S-E, EI, A scales, and a reading comprehension test and were analyzed using Pearson correlation. The results revealed that there were significant links between the variables and their sub-constructs and reading comprehension ability. Also, structured interviews were administrated with 45 participants, the results of which confirmed those obtained from quantitative instruments. Moreover, structural equation modeling (SEM) was used to access more in-depth perception of the variables and explore the strengths of the causal relationships. The three independent variables strongly predicted reading comprehension, with S-E being the strongest predictor. Also, three out of four sub-constructs of EI, and two out of three sub-constructs of A were powerful predictors of reading comprehension. In terms of the increasing number of PSL learners, the findings of the present study could be helpful for L2 (particularly PSL) teachers, learners, and academic policymakers.

This study is an attempt to explore the integration of positive psychology within language testing, while assessing its effects on learner performance, self-efficacy, motivation, and test anxiety in EFL contexts. Postulated on a mixed-method approach, firstly, the study involves in a quasi-experimental design, where 100 EFL learners were assigned into control and experimental groups. The latter group experienced strength-based feedback and growth-focused assessment practices. The results of the paired t-tests and ANCOVA revealed significant improvements in the EFL students' language proficiency, with the anxiety construct reduced by 30%, alongside substantial increases in the constructs of motivation and self-efficacy. These outcomes can be taken into account as the highlight of the efficacy of positive psychology interventions, contrasting with traditional deficit-focused models of assessment. Afterwards, in the qualitative phase, the research advocates for a paradigm shift in language testing, while emphasizing EFL learners' emotional well-being, cognitive engagement, and learner autonomy. Furthermore, this study contributes to the broader discourse, representing implications on rethinking pedagogical approaches to language assessment, proposing more humanistic and learner-centered frameworks.