This is an outdated version published on 2021-05-05. Read the most recent version.
Examining College-Level ELLs’ Self-Efficacy Beliefs and Goal Orientation
DOI:
https://doi.org/10.32674/jcihe.v13i2.2978Keywords:
English language learner, goal orientation, higher education, instructional strategy, self-efficacyAbstract
The present study aims to investigate the self-efficacy and goal orientation of college-level English Language Learners (ELLs). It further explored the relationship between self-efficacy and goal orientation. The data were collected from 198 ELLs by using an English Language Learning Survey. Participants had positive self-efficacy toward their English learning. ELLs who were 25 years old and above had a higher level of self-efficacy than those who were less than 25 years old. Females had a greater mastery goal orientation tendency than males. There was a positive correlation between self-efficacy and mastery goals, whereas self-efficacy was negatively correlated with performance-avoidance goals. Teachers are encouraged to provide scaffolding and set assessment focus on ELLs improvement and mastery of content to enhance their self-efficacy and facilitate adopting mastery goals.
References
Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds), Self-efficacy and adolescence (pp. 307–337). Greenwich, CT: Information Age Publishing.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Worth
Publishers.
Bifuh-Ambe, E. (2011). Post-secondary learning: Recognizing the needs of English language learners in mainstream university classrooms. Multicultural Education, 18(3), 13-19.
Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93, 43–54. doi:10.1037//0022-0063.93.1.43.
Cummins, J. (2001). Negotiating identities: Education for empowerment in a diverse society (2nd ed.). Los Angeles, CA: California Association for Bilingual Education.
Deemer E. D., Yough, M., Morel, S. A. (2018). Performance-approach goals, science task preference, and academic procrastination: Exploring the moderating role of competence perceptions. Motivation & Emotion, 42(2): 200-213. doi:10.1007/s11031-017-9649-z.
Dewaele, J.-M., MacIntyre, P. D., Boudreau, C., & Dewaele, L. (2016). Do girls have all the fun? Anxiety and enjoyment in the foreign language classroom. Theory and Practice of Second Language Acquisition, 2: 41-63.
Diseth, A. (2011). Self-efficacy, goal orientation and learning strategies as mediators between preceding and subsequent academic achievement. Learning and Individual Differences, 21(2), 191-195. doi:10.1016/j.lindif.2011.01.003
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040-1048. doi:10.1037/0003-066X.41.10.1040
Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 52–72). New York, NY: Guilford Press.
Elliot, A. J., & Thrash, T. M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 13, 139–156.
Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12. doi:10.1037/0022-3514.54.1.5
Fang, F. M., & Zhang, L. (2012). Teachers’ roles in promoting students’ learner autonomy in China. English Language Teaching, 5(4), 51-56.
Fang, Z. (2014). A discussion about college teachers’ roles in English viewing, listening and speaking autonomous learning. International Forum of Teaching and Studies, 10(1), 50-55.
Fasczewski, K. S. (2012). So you are having a bad day: Gender, goal orientation and in-competition attrition rate in competitive cyclists. Dissertations & Theses- Gradworks.
Grafals, Z. (2013). English learning predictors of listening and speaking self-efficacy for adult second language learners (Doctoral dissertation). Retrieved from ProQuest. (UMI 3572507).
Hall, N., & Webb, D. (2014). Instructors’ support of student autonomy in an introductory physics course. Physical Review Special Topics–Physics Education Research, 10, 1–22.
Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94(3), 562-575. doi:10.1037/0022-0663.94.3.562
Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink- Garcia, L., & Tauer, J. M. (2008). The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. Journal of Educational Psychology, 100, 105–122. doi:10.1037/0022-0663.100.1.105.
Jingnan, S. (2011). Autonomy in EFL education. Canadian Social Science, 7(5), 27-32.
Kaplan, A., & Maehr. M. L. (2007). The contribution and prospects of goal orientation
theory. Educational Psychology Review, 19, 141–184. doi:10.1007/s10648-006-9012-5
King, R. B. (2016). Gender differences in motivation, engagement and achievement are related to students’ perceptions of peers-but not of parent or teacher-attitudes toward school. Learning and Individual Differences, 52: 60-71.
Kissau, S., Kolano, L., & Wang, C. (2010). Perceptions of gender differences in high school students’ motivation to learn Spanish. Foreign Language Annals, 43: 703-721.
Klassen, R. M. (2004). A Cross-Cultural Investigation of the Efficacy Beliefs of South Asian Immigrant and Anglo Canadian Nonimmigrant Early Adolescents. Journal of Educational Psychology, 96(4), 731-742. http://dx.doi.org/10.1037/0022-0663.96.4.731
Komarraju, M., & Dial, C. (2014). Academic identity, self-efficacy, and self-esteem predict self-determined motivation and goals. Learning and Individual Differences, 32: 1-8.
Koul, R., Roy, L., & Lerdpornkulrat, T. (2012). Motivational goal orientation, perceptions of biology and physics classroom learning environments, and gender. Learning Environments Research, 15(2), 217-229.
Lee, J., & Zentall, S. S. (2012). Reading motivational differences among groups: Reading disability (RD), attention deficit hyperactivity disorder (ADHD), RD + ADHD, and typical comparison. Learning and Individual Differences, 22(6), 778-785. doi:10.1016/j.lindif.2012.05.010.
Lerdpornkulrat, T., Koul, R., & Sujivorakul, C. (2012). The influence of ability beliefs and motivational orientation on the self-efficacy of high school students in Thailand. Australian Journal of Education, 56(2), 163-181.
Liem, A. D., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33(4), 486−512. doi:10.1016/j.cedpsych.2007.08.001
Lipstein, R. L., & Renninger, K. A. (2007). “Putting things into words”: The development of 12–15-year-old students’ interest for writing. In S. Hidi & P. Boscolo (Eds.), Motivation to write (pp. 113–140). Dordrecht, The Netherlands: Kluwer. doi: 10.1163/9781849508216_008
Littlewood, W. (2001). Students’ attitudes to classroom English learning: A cross-cultural study. Language Teaching Research, 5(1), 3–28.
Lueg, K., & Lueg, R. (2015). Why do students choose English as a medium of instruction? A Bourdieusian perspective on the study strategies of non-native English speakers. Academy of Management Learning & Education, 14: 5-30.
McGregor, H. A., & Elliot, A. J. (2002). Achievement goals as predictors of achievement-relevant processes prior to task engagement. Journal of Educational Psychology, 94(2), 381-395. doi:10.1037/0022-0663.94.2.381
Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Gheen, K. E., …Urdan, T. (2000). Manual for the Patterns of Adaptive Learning Scales. Ann Arbor, MI: University of Michigan.
Namaziandost, E., & Çakmak, F. (2020). An account of EFL learners’ self-efficacy and gender in the Flipped Classroom Model. Education and Information Technologies. https://doi.org/10.1007/s10639-020-10167-7
Newman, B. J., & Hartman, T. K. (2012). Foreign language exposure, cultural threat, and opposition to immigration. Political Psychology, 33(5), 635-657. doi:10.1111/j.1467-9221.2012.00904.x
Nie, Y., Lau, S., & Liau, A. K. (2011). Role of academic self-efficacy in moderating the relation between task importance and test anxiety. Learning and Individual Differences 21: 736-741.
Oga-Baldwin, W. L. Q., & Nakata, Y. (2017). Engagement, gender, and motivation: A predictive model for Japanese young language learners. System, 65: 151-163.
Perry, N. E., Hutchinson, L., & Thauberger, C. (2007). Mentoring student teachers to design and implement literacy tasks that support self-regulated learning and writing. Reading and Writing Quarterly, 23, 27–50. doi:10.1080/10573560600837636.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner, Handbook of self-regulation (pp. 451-529). San Diego, CA: Academic Press.
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459-470.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Columbus, OH: Merrill-Prentice Hall.
Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Prentice Hall Merrill.
Pintrich, P. R., Smith, D. A., Garcia, T., & Mckeachie, W. J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Retrieved from ERIC database. (ED338122).
Sawtelle, V., Brewe, E., & Kramer, L. H. (2012). Exploring the relationship between self-efficacy and retention in introductory physics. Journal of Research in Science Teaching, 49, 1096–1121.
Sezgintürk, M., & Sungur, S. (2020). A multidimensional investigation of students’ science self-efficacy: The role of gender. İlkogretim Online-Elementary Education Online, 19(1), 208-218.
Smith, J. L. (2006). The interplay among stereotypes, performance-avoidance goals, and women’s math performance expectations. Sex Roles, 54, 287–296. doi:10.1007/s11199-006-9345-z.
Song, J., Bong, M., Lee, K., & Kim, S. (2015). Longitudinal investigation into the role of perceived social support in adolescents’ academic motivation and achievement. Journal of Educational Psychology, 107, 821–841. doi:10.1037/edu0000016.
Stoet, G., & Geary, D. C. (2018). The gender-equality paradox in science, technology, engineering, and mathematics education. Psychological Science, 29(4), 581-593.
Tin, T. B. (2016). Stimulating student interest in language learning: Theory, research and practice. London: Palgrave Macmillan.
Utman, C. H. (1997). Performance effects of motivational states: A meta-analysis. Personality and Social Psychology Review, 1(2), 170–182. doi:10.1207/s15327957pspr0102_4
Vogel, F. R., & Human-Vogel, S. (2016). Academic commitment and self-efficacy as predictors of academic achievement in additional materials science. Higher Education Research & Development, 35(6), 1298-1310.
Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30: 1-35.
Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95(1), 179-87. doi:10.1037/0022-0663.95.1.179
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Worth
Publishers.
Bifuh-Ambe, E. (2011). Post-secondary learning: Recognizing the needs of English language learners in mainstream university classrooms. Multicultural Education, 18(3), 13-19.
Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93, 43–54. doi:10.1037//0022-0063.93.1.43.
Cummins, J. (2001). Negotiating identities: Education for empowerment in a diverse society (2nd ed.). Los Angeles, CA: California Association for Bilingual Education.
Deemer E. D., Yough, M., Morel, S. A. (2018). Performance-approach goals, science task preference, and academic procrastination: Exploring the moderating role of competence perceptions. Motivation & Emotion, 42(2): 200-213. doi:10.1007/s11031-017-9649-z.
Dewaele, J.-M., MacIntyre, P. D., Boudreau, C., & Dewaele, L. (2016). Do girls have all the fun? Anxiety and enjoyment in the foreign language classroom. Theory and Practice of Second Language Acquisition, 2: 41-63.
Diseth, A. (2011). Self-efficacy, goal orientation and learning strategies as mediators between preceding and subsequent academic achievement. Learning and Individual Differences, 21(2), 191-195. doi:10.1016/j.lindif.2011.01.003
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040-1048. doi:10.1037/0003-066X.41.10.1040
Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 52–72). New York, NY: Guilford Press.
Elliot, A. J., & Thrash, T. M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 13, 139–156.
Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12. doi:10.1037/0022-3514.54.1.5
Fang, F. M., & Zhang, L. (2012). Teachers’ roles in promoting students’ learner autonomy in China. English Language Teaching, 5(4), 51-56.
Fang, Z. (2014). A discussion about college teachers’ roles in English viewing, listening and speaking autonomous learning. International Forum of Teaching and Studies, 10(1), 50-55.
Fasczewski, K. S. (2012). So you are having a bad day: Gender, goal orientation and in-competition attrition rate in competitive cyclists. Dissertations & Theses- Gradworks.
Grafals, Z. (2013). English learning predictors of listening and speaking self-efficacy for adult second language learners (Doctoral dissertation). Retrieved from ProQuest. (UMI 3572507).
Hall, N., & Webb, D. (2014). Instructors’ support of student autonomy in an introductory physics course. Physical Review Special Topics–Physics Education Research, 10, 1–22.
Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94(3), 562-575. doi:10.1037/0022-0663.94.3.562
Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink- Garcia, L., & Tauer, J. M. (2008). The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. Journal of Educational Psychology, 100, 105–122. doi:10.1037/0022-0663.100.1.105.
Jingnan, S. (2011). Autonomy in EFL education. Canadian Social Science, 7(5), 27-32.
Kaplan, A., & Maehr. M. L. (2007). The contribution and prospects of goal orientation
theory. Educational Psychology Review, 19, 141–184. doi:10.1007/s10648-006-9012-5
King, R. B. (2016). Gender differences in motivation, engagement and achievement are related to students’ perceptions of peers-but not of parent or teacher-attitudes toward school. Learning and Individual Differences, 52: 60-71.
Kissau, S., Kolano, L., & Wang, C. (2010). Perceptions of gender differences in high school students’ motivation to learn Spanish. Foreign Language Annals, 43: 703-721.
Klassen, R. M. (2004). A Cross-Cultural Investigation of the Efficacy Beliefs of South Asian Immigrant and Anglo Canadian Nonimmigrant Early Adolescents. Journal of Educational Psychology, 96(4), 731-742. http://dx.doi.org/10.1037/0022-0663.96.4.731
Komarraju, M., & Dial, C. (2014). Academic identity, self-efficacy, and self-esteem predict self-determined motivation and goals. Learning and Individual Differences, 32: 1-8.
Koul, R., Roy, L., & Lerdpornkulrat, T. (2012). Motivational goal orientation, perceptions of biology and physics classroom learning environments, and gender. Learning Environments Research, 15(2), 217-229.
Lee, J., & Zentall, S. S. (2012). Reading motivational differences among groups: Reading disability (RD), attention deficit hyperactivity disorder (ADHD), RD + ADHD, and typical comparison. Learning and Individual Differences, 22(6), 778-785. doi:10.1016/j.lindif.2012.05.010.
Lerdpornkulrat, T., Koul, R., & Sujivorakul, C. (2012). The influence of ability beliefs and motivational orientation on the self-efficacy of high school students in Thailand. Australian Journal of Education, 56(2), 163-181.
Liem, A. D., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33(4), 486−512. doi:10.1016/j.cedpsych.2007.08.001
Lipstein, R. L., & Renninger, K. A. (2007). “Putting things into words”: The development of 12–15-year-old students’ interest for writing. In S. Hidi & P. Boscolo (Eds.), Motivation to write (pp. 113–140). Dordrecht, The Netherlands: Kluwer. doi: 10.1163/9781849508216_008
Littlewood, W. (2001). Students’ attitudes to classroom English learning: A cross-cultural study. Language Teaching Research, 5(1), 3–28.
Lueg, K., & Lueg, R. (2015). Why do students choose English as a medium of instruction? A Bourdieusian perspective on the study strategies of non-native English speakers. Academy of Management Learning & Education, 14: 5-30.
McGregor, H. A., & Elliot, A. J. (2002). Achievement goals as predictors of achievement-relevant processes prior to task engagement. Journal of Educational Psychology, 94(2), 381-395. doi:10.1037/0022-0663.94.2.381
Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Gheen, K. E., …Urdan, T. (2000). Manual for the Patterns of Adaptive Learning Scales. Ann Arbor, MI: University of Michigan.
Namaziandost, E., & Çakmak, F. (2020). An account of EFL learners’ self-efficacy and gender in the Flipped Classroom Model. Education and Information Technologies. https://doi.org/10.1007/s10639-020-10167-7
Newman, B. J., & Hartman, T. K. (2012). Foreign language exposure, cultural threat, and opposition to immigration. Political Psychology, 33(5), 635-657. doi:10.1111/j.1467-9221.2012.00904.x
Nie, Y., Lau, S., & Liau, A. K. (2011). Role of academic self-efficacy in moderating the relation between task importance and test anxiety. Learning and Individual Differences 21: 736-741.
Oga-Baldwin, W. L. Q., & Nakata, Y. (2017). Engagement, gender, and motivation: A predictive model for Japanese young language learners. System, 65: 151-163.
Perry, N. E., Hutchinson, L., & Thauberger, C. (2007). Mentoring student teachers to design and implement literacy tasks that support self-regulated learning and writing. Reading and Writing Quarterly, 23, 27–50. doi:10.1080/10573560600837636.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner, Handbook of self-regulation (pp. 451-529). San Diego, CA: Academic Press.
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459-470.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Columbus, OH: Merrill-Prentice Hall.
Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Prentice Hall Merrill.
Pintrich, P. R., Smith, D. A., Garcia, T., & Mckeachie, W. J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Retrieved from ERIC database. (ED338122).
Sawtelle, V., Brewe, E., & Kramer, L. H. (2012). Exploring the relationship between self-efficacy and retention in introductory physics. Journal of Research in Science Teaching, 49, 1096–1121.
Sezgintürk, M., & Sungur, S. (2020). A multidimensional investigation of students’ science self-efficacy: The role of gender. İlkogretim Online-Elementary Education Online, 19(1), 208-218.
Smith, J. L. (2006). The interplay among stereotypes, performance-avoidance goals, and women’s math performance expectations. Sex Roles, 54, 287–296. doi:10.1007/s11199-006-9345-z.
Song, J., Bong, M., Lee, K., & Kim, S. (2015). Longitudinal investigation into the role of perceived social support in adolescents’ academic motivation and achievement. Journal of Educational Psychology, 107, 821–841. doi:10.1037/edu0000016.
Stoet, G., & Geary, D. C. (2018). The gender-equality paradox in science, technology, engineering, and mathematics education. Psychological Science, 29(4), 581-593.
Tin, T. B. (2016). Stimulating student interest in language learning: Theory, research and practice. London: Palgrave Macmillan.
Utman, C. H. (1997). Performance effects of motivational states: A meta-analysis. Personality and Social Psychology Review, 1(2), 170–182. doi:10.1207/s15327957pspr0102_4
Vogel, F. R., & Human-Vogel, S. (2016). Academic commitment and self-efficacy as predictors of academic achievement in additional materials science. Higher Education Research & Development, 35(6), 1298-1310.
Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30: 1-35.
Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95(1), 179-87. doi:10.1037/0022-0663.95.1.179
Downloads
Published
2021-05-05
Versions
- 2021-05-07 (2)
- 2021-05-05 (1)
Issue
Section
Empirical Article
License
Copyright (c) 2021 Journal of Comparative & International Higher Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The findings, interpretations, conclusions, and views expressed in Journal of Comparative and International Higher Education (JCIHE) are entirely those of the authors and should not be attributed in any manner to CIES, HESIG, or the sponsoring universities of the Editorial Staff. These works are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License. Readers are free to copy, display, and distribute articles that appear in JCIHE as long as the work is attributed to the author(s) and JCIHE, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. All other uses must be approved by the author(s) or JCIHE. By submitting a manuscript, authors agree to transfer without charge the following rights to JCIHE upon acceptance of the manuscript: first worldwide serial publication rights and the right for JCIHE to grant permissions as its editors judge appropriate for the redistribution of the article, its abstract, and metadata associated with the article in professional indexing and reference services.
How to Cite
Examining College-Level ELLs’ Self-Efficacy Beliefs and Goal Orientation. (2021). Journal of Comparative & International Higher Education, 13(2), 65-82. https://doi.org/10.32674/jcihe.v13i2.2978
