View in EDS

Anxiety and Self-Efficacy in ESP Learning: Effects on Academic Success

Saved in:
Bibliographic Details
Title: Anxiety and Self-Efficacy in ESP Learning: Effects on Academic Success
Language: English
Authors: Šafranj, Jelisaveta F., Gak, Dragana M., Bulatovic, Vesna V.
Source: Research in Pedagogy. 2022 12(2):447-460.
Availability: Preschool Teacher Training College "Mihailo Palov" and Serbian Academy of Education in Belgrade. Omladinski Trg 1, Vrsac, 26300 Serbia. Tel: +381-832517; Fax: +381-832517; Web site: http://research.rs
Peer Reviewed: Y
Page Count: 14
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Anxiety, Self Efficacy, English for Special Purposes, Academic Achievement, Gender Differences, Metacognition, Second Language Learning, College Students, Foreign Countries, Grade Prediction
Geographic Terms: Serbia
ISSN: 2217-7337
2406-2006
Abstract: The aim of this research is to determine the influence of students' English for Specific Purposes (ESP) classroom anxiety and self-efficacy on their achievement. The research is exploratory, based on a quantitative approach and systematic non-experimental observation. The research results show that ESP self-efficacy is negatively correlated with classroom anxiety. ESP achievements are positively related to self-efficacy, and accordingly they show that some students are aware that they can, while others are aware that they cannot. Thus, the statistical significance of the relationship between ESP self-efficacy and achievement gives the advantage of self-efficacy as a predictor of success. Gender is only related to achievement, with female respondents achieving slightly higher grades. There were no significant differences between those who resided and those who did not reside in English-speaking countries. It is concluded that students should be educated to be realistic and objective in self-assessment. The meta-cognitive ability for realistic self-assessment should be developed in students because in the process of increasing self-regulation of learning, the value of personality is reflected in the self-efficacy pattern.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1374929
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1374929
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1374929
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Anxiety and Self-Efficacy in ESP Learning: Effects on Academic Success
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Šafranj%2C+Jelisaveta+F%2E%22">Šafranj, Jelisaveta F.</searchLink><br /><searchLink fieldCode="AR" term="%22Gak%2C+Dragana+M%2E%22">Gak, Dragana M.</searchLink><br /><searchLink fieldCode="AR" term="%22Bulatovic%2C+Vesna+V%2E%22">Bulatovic, Vesna V.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Research+in+Pedagogy%22"><i>Research in Pedagogy</i></searchLink>. 2022 12(2):447-460.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Preschool Teacher Training College "Mihailo Palov" and Serbian Academy of Education in Belgrade. Omladinski Trg 1, Vrsac, 26300 Serbia. Tel: +381-832517; Fax: +381-832517; Web site: http://research.rs
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22English+for+Special+Purposes%22">English for Special Purposes</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Prediction%22">Grade Prediction</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Serbia%22">Serbia</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2217-7337<br />2406-2006
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The aim of this research is to determine the influence of students' English for Specific Purposes (ESP) classroom anxiety and self-efficacy on their achievement. The research is exploratory, based on a quantitative approach and systematic non-experimental observation. The research results show that ESP self-efficacy is negatively correlated with classroom anxiety. ESP achievements are positively related to self-efficacy, and accordingly they show that some students are aware that they can, while others are aware that they cannot. Thus, the statistical significance of the relationship between ESP self-efficacy and achievement gives the advantage of self-efficacy as a predictor of success. Gender is only related to achievement, with female respondents achieving slightly higher grades. There were no significant differences between those who resided and those who did not reside in English-speaking countries. It is concluded that students should be educated to be realistic and objective in self-assessment. The meta-cognitive ability for realistic self-assessment should be developed in students because in the process of increasing self-regulation of learning, the value of personality is reflected in the self-efficacy pattern.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1374929
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1374929
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 447
    Subjects:
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: English for Special Purposes
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Grade Prediction
        Type: general
      – SubjectFull: Serbia
        Type: general
    Titles:
      – TitleFull: Anxiety and Self-Efficacy in ESP Learning: Effects on Academic Success
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Šafranj, Jelisaveta F.
      – PersonEntity:
          Name:
            NameFull: Gak, Dragana M.
      – PersonEntity:
          Name:
            NameFull: Bulatovic, Vesna V.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 2217-7337
            – Type: issn-electronic
              Value: 2406-2006
          Numbering:
            – Type: volume
              Value: 12
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Research in Pedagogy
              Type: main
ResultId 1