A study of Self-beliefs of High and Low Academic Achievement of EFL Master Students at the University "Frères Mentouri", Constantine1

  • Amel Sakraoui Badji Mokhtar University (Annaba-Algeria)


This article aims at investigating the relationship between the self- beliefs that Master EFL learners hold in the specific domain of Language Sciences and their first-semester academic achievement in discourse analysis.              To this end, an initial version of the Language Sciences Academic Self-Beliefs Survey was developed in order to inquire about the type of beliefs adopted by low achieving and high achieving students in one of the modules taught for Master 1 learners in English language sciences namely, discourse analysis. Findings have revealed, in spite of the moderately ‘reserved’ statistical results, subtle associations and thought-provoking implications regarding students’ self- beliefs in the module of discourse analysis in particular and in English language sciences in general

السيرة الشخصية للمؤلف

Amel Sakraoui، Badji Mokhtar University (Annaba-Algeria)
Department of English Language and LiteratureFaculty of Letters and Languages


Abi-Ayad, F.Z. (2013).Teaching writing in higher education: Case of Algerian first year EFL learners. Journal of Teaching and Education, 2, (3), 139-142.

Arabsarhangi, M. & Noroozi, I. (2014). The relationship between self-awareness and learners’ performance on different reading comprehension test types among Iranian EFL Elementary learners. Theory and Practice in Language Studies, 4, 4:675-685.

Barnett, R. (2004). Learning for an unknown future. High Education Research and

Development, 23, 247-260.

Bandura,A. (1994).Self-efficacy. In V.S.Ramachaudran (Ed.), Encyclopedia of human behaviour (vol.4, pp.71-81).New York: Academic Press. (Reprinted in H.Friedman [ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).

Baumeister, R. F. (1998). The self. In D. T. Gilbert, S. T. Fiske, & G. Lindzey (Eds.), The handbook of social psychology (pp. 680-740). New York.

Bernat, E., & Gvozdenko, I. (2005). Beliefs about language learning: Current knowledge, pedagogical implications, and new research directions. In TESL- EJ 9 (1) (pp 1-20).

Brown, R.A. (2004). EFL learning ability self-assessments of Japanese EFL students. Asian Journal of Social Psychology. Retrievd 06/01/2006 from

http://www.bunkyo.ac.jp/faculty/lib/slib/kiyo/Inf/if 30/if3001.PDF.

Costa, A. L., & Kallick, B. (2004). Experts in assessment. Assessment strategies

for self- directed learning. Thousand Oaks, CA, US: Corwin Press.


Deci, E. L., & Ryan, R. M. (1995). Human autonomy: The basis for true self-esteem. In M. Kemis (Ed.), Efficacy, agency, and self-esteem (pp. 31-49). New York: Plenum.

Dev, M. (2016). Factors Affecting the Academic Achievement: A Study of Elementary School Students of NCR Delhi, India. Journal of Education and Practice, 7 (4), 70-74.

Dörnyei, Z. (1998). Motivation in second and foreign language learning Language Teaching, 31, 117-135.DOI: 10.1017/S026144480001315X.Retrieved December 2015, from http://Journals.Cambridge.org/abstract_S02614448000/

Ferla, J., Valcke, M., & Cai, Y. (2009). Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Learning and Individual Differences, 19, 499-505.

Folk, A.L. (2015). Self-beliefs and course related research: Proposing an expansion of the imposed Query model for undergraduate students. Paper presented at ACRL Conference held on March 25-28, Portland, Oregan.

Guinot Varty, N. (2009). “My Perspective: Personal Beliefs Informing and

intersecting with Teaching Practice,” Language Arts Journal of Michigan: Vol. 24:

Iss. 2, Article 4. Available at: https://doi.org/10.9707/2168-149X.1050.

Hamill, S.K. (2003). Resilience and self-efficacy: The importance of efficacy beliefs and coping mechanisms in resilient adolescents. Colgate University Journal of the Sciences, pp.115-145.

Hilton, T.L. (1982). Persistence in higher education: An empirical study.

Educational Testing Service. (Report 82-5, ETS RR N° 82-44). Retrieved

December 2015 from the website of the Collegentrance Examination Board.

Hoffman, B. (2015). Self-beliefs influence our goals, strategies and accomplishments. Do you know which self-beliefs dominant your daily behavior? Elsevier’s Academic Press. Retrieved from: https://www.elsevier.com/connect/the-5-most-powerful-self-beliefs-that-ignite-human- behavior.

Honicke, T., & Broadbent, J. (2016). The Relation of Academic Self-Efficacy to University Student Academic Performance: A Systematic Review. Educational Research Review, 17, 63-84.!http://dx.doi.org/10.1016/j.edurev.2015.11.002

Honicke, T., & Broadbent, J. (2016). The Relation of Academic Self-Efficacy to University.Student Academic Performance: A Systematic Review. Educational Research Review, 17, 63-84.!http://dx.doi.org/10.1016/j.edurev.2015.11.002.

Jernigan, C.G. (2004).What do students expect to learn? The role of learner expectancies, beliefs and attributions for success and failure in student motivation. Current Issues in Education (on-line), 7(4).Available on http://cie.ed.asu.adu/volume7/number4

Idri, N. (2012). Education and Reform to Reach Autonomous Learners: Between

Reality and Myth, International Conference on Education and Educational Psychology (ICEEPSY 2012). Procedia - Social and Behavioral Sciences 69, pp.2174-2183.

Kpolovie, P. J., Joe, A.I. & Okoto, T. (2014). Academic Achievement Prediction: Role of Interest in Learning and Attitude towards School. International Journal of Humanities Social Sciences and Education (IJHSSE), 1(11), 73-100.Available online at:


Knoetze,J.S.(2012). An Emotional Awareness Program for Children in Middle Childhood, for Utilization in the Educational System. Pretoria: University of Pretoria.

Mahmoudi, A. (2012). Effect of self-esteem and self-efficacy in family dynamics.

Procedia-Social and behavioral sciences 46 (2012) 53-56.

Available online at: http://www.sciencedirect.com//

McMillan, J. H., & Hearn, J. (2008). Student Self-Assessment: The Key to Stronger Student Motivation and Higher Achievement. Educational Horizons, Fall 2008, 40-49.

Méndez López, M.G., & Aguilar, A.P. (2013). Emotions as learing enhancers of foreign language learning motivation. PROFILE, 15 (1), 109-124.

Miller, S. (1975). Experiential Design and Statistics. Essential Psychology Series. Methuen & Co.Publishers: London.

Neuville, S., Frenay, M., & Bourgeois, E. (2007). Task value, self-efficacy and goal-orientations: impact on self-regulated learning, choice and

performance among university students. Psychologica Belgica, 47-1/2, 95- 117.

DOI: http://dx.doi.org/10.5334/pb-47-195.

Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal

orientations in learning and achievement. Journal of Educational Psychology, 92,


Preacher, K. J. (2001, April). Calculation for the chi-square test: An interactive

calculation tool for chi-square tests of goodness of fit and independence

[Computer software]. Available from http://quantpsy.org.

Quinlan, K. M. (2011). Developing the whole student: leading higher education

initiatives that integrate mind and heart. Leadership Foundation for Higher


Romanelli, F., Cain, J., & Smith, K.M. (2006). Emotional Intelligence as a

predictor of academic and/or professional success .American Journal of

Pharmaceutical Education, 70 (3), Article 69. Retrieved November 29, 2009,

from http://www.ajpe.org/aj7003/aj700369/aj700369.pdf.

Spence, D.J. (2004). Engagement with mathematics courseware in traditional and on-line learning environments: Relationship to motivation, achievement, gender, and gender orientation. (Doctoral dissertation, Emory University, Atlanta).

Stubbs, M. (1983). Discourse Analysis: The Sociolinguistic Analysis of Natural Language. Chicago: The University of Chicago Press.

Turner, G. (2014). Is it statistically significant? The chi square test. Paper presented at UAS Conference. Students Data Management and Analysis. Oxford University Press.

Valentine, J.C., Dubois, D.L., & Cooper, H. (2004). The Relation between Self-Beliefs and Academic Achievement: A Meta- Analytic Review. Educational Psychologist, 39 (2), 111-133.

Velar, H. Jr. (2003). The role of emotional intelligence in the academic achievement of first year college students (Unpublished doctorial dissertations). Texas A&M University-Kingsville.

Uluga,M. Ozdenb,M.S. & Eryilmazc,A. (2011). The effects of teachers’ attitudes

on students’ personality and performance. Procedia - Social and Behavioral

Sciences, 30, 738 – 742.

York, T.T., Gibson, C, & Rankin, S. (2015). Defining and measuring academic success.

Practical Assessment, Research and Evaluation 20(5).

Available online: http://pareonline.net/getvn.asp?v=20&n=5.

Weiner, B. (1985). An attributional theory of achievement motivation and

emotion. Pychological Review, 92 (4),

Zhu, Y., He, W., & Wang, Y. (2017). Challenge–hindrance stress and academic

achievement: Proactive personality as moderator. Social Behavior and

Personality: An international journal, 45, 441-452.

DOI: https://doi.org/10.2224/sbp.5855.

Woods, N. (2006). Describing Discourse: A Practical Guide to Discourse

Analysis. New York: Hodder Education.

كيفية الاقتباس
SakraouiA. (2019). A study of Self-beliefs of High and Low Academic Achievement of EFL Master Students at the University "Frères Mentouri", Constantine1. مجلة العلوم الإنسانية, (51), 225-244. استرجع في من http://revue.umc.edu.dz/index.php/h/article/view/3046