ArticleFrontiers in psychology2022
Epistemic Beliefs and Learners' Self-Efficacy as Predictors of Language Learning Strategies: Toward Testing a Model.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed, 11 citations in OpenAlex.
- The relationship between secondary school students' English learning beliefs and English autonomous learning ability: a moderated mediation model.Frontiers in psychology · 2026Article
- Teaching EFLLs Listening Subskills With a Speaking-Listening Model in a Computer-Mediated Communication Setting.Frontiers in psychology · 2022Article
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Authors and funding
4 authors at 2 institutions in 1 country.
Funding
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Abstract
Understanding the beliefs held by the learners about learning a language, and the way they utilize their thoughts about knowledge and learning seem essential for planning a constructive language program. Following this line of research, this paper aims at testing a hypothetical model of the relationship between epistemic beliefs (EBs) and subscales of language-learning strategies (LLSs) through the mediating role of learners' self-efficacy (LSE). To this end, a sample of 300 Iranian high school students, taking regular courses, completed three survey questionnaires. At this stage, correlational analysis and structural equation modeling (SEM) were employed to probe the interconnections, analyze the model, and outline the conceptual framework. The results revealed that the LSE framework can adequately account for the learners' LLSs. In particular, the results indicated that efforts, persistence, and imitation (i.e., the subfactors of LSE) positively and significantly influenced LLSs. However, EBs with the mediating role of LSE were known to be a significant factor in demoting the LLSs. Notably, knowledge and learning agents were the negative predictors of LLSs. This paper suggests that LSE has higher explanatory power than EBs in predicting LLSs. The findings of this study suggest that teachers and material developers should pay serious attention to the learners' self-efficacy as they were known to influence LLSs.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.