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


Shiraz Azad University


The purpose of this study was to investigate the rela-
tionship 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 ques-
tionnaires, General Perceived Self-Efficacy (GPSE) Scale, Rosenberg
Self-Esteem Scale (RSES), and Test Anxiety Questionnaire (TAQ), to-
gether with a final achievement score were used. Correlational analyses
were run to determine the relationship among the variables. The ob-
tained results revealed that self-esteem had a positive correlation with
self-efficacy, while the relationship between self-esteem and test anxi-
ety was seen to be non-significant. The same was true about the rela-
tionship 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 stu-
dents’ 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 Corre-
lation 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