An Investigation into the Relationship Among Self-Efficacy , Self-Esteem , Test Anxiety and Final Achievement of English Literature Students

The purpose of this study was to investigate the relationship among self-efficacy, self-esteem, test anxiety and EFL learners final achievement scores. A number of 72 students majoring in English Literature at Shiraz University participated in this study. Three questionnaires, General Perceived Self-Efficacy (GPSE) Scale, Rosenberg Self-Esteem Scale (RSES), and Test Anxiety Questionnaire (TAQ), together with a final achievement score were used. Correlational analyses were run to determine the relationship among the variables. The obtained results revealed that self-esteem had a positive correlation with self-efficacy, while the relationship between self-esteem and test anxiety was seen to be non-significant. The same was true about the relationship between self-efficacy and test anxiety. Moreover, a moderate, positive, relation was observed between self-efficacy and students’ final scores. There was a positive correlation between self-esteem and students’ final scores. However, test anxiety and students’ final scores were negatively correlated. A linear regression analysis was also employed which showed that self-efficacy was the best predictor of students’ final achievement scores. The findings of Pearson Product-Moment Correlation revealed that, regarding the relationship among the variables, there was a difference between male and female students. Finally, an independent samples t-test was run to show the effect of gender on the performance of the participants. Male and female students did not significantly differ from each other in terms of self-efficacy, self-esteem, test anxiety, and final achievement scores.