Academic Achievement and its Relation with Self-Efficacy and Academic Adjustment in EFL Class

Mutar Mahdi Qusay

Abstract


Acquiring a second or foreign language in the context of non-native speakers could be influenced by many factors that increase or weaken students’ intake of a new language. Thus, this study attempts to investigate if EFL university students have self-efficacy and academic adjustment as well as the significance of self-efficacy and academic adjustment for high and low achievers. The study also seeks the relationship between self-efficacy and academic adjustment. A total of (100) female-students were chosen randomly from two Iraqi universities at Al-Karakh side of Baghdad city. SPSS software version (20) was run to analyze the collected data. The findings revealed that students have self-efficacy and academic adjustment; there is a statistically significant difference between high and low achievers in terms of self-efficacy; there is no statistically significant difference between high and low achievers in terms of academic adjustment. Moreover, the study revealed that self-efficacy is negatively correlated with academic adjustment.


Keywords


Achievement; Self-Efficacy; Academic Adjustment; University Students

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References


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DOI: http://dx.doi.org/10.18415/ijmmu.v7i5.1511

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