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Relationships between Learners’ Communication Styles, Self-efficacy, Sympathetic Tendency, and Academic Achievement in EFL Context

Yıl 2023, Cilt: 7 Sayı: 1, 1 - 9, 18.07.2023
https://doi.org/10.31805/acjes.1209371

Öz

The study aims to reveal effective variables in English as a foreign language learning achievement by focusing on the relationships among communication styles, self-efficacy, and sympathetic tendency. By doing so, learners are identified better and stakeholders are enabled to make more fruitful lesson plans. Furthermore, applying more suitable techniques is possible to facilitate or promote English learning by developing and widening the English Language Teaching area. There aren't any relationships between four styles of communication and academic achievement in English. Moreover, there is no significant relationship between academic achievement in English and self-efficacy levels (r = -.01, p > .05). No significant relationship between academic achievement in English and the sympathetic tendencies of participants hasn’t been found (r = .06, p > .05). On the other hand, there is a positive, weak, and significant relationship between assertive behavior levels and self-efficacy levels (r = .09, p < .05). There is a statistically significant, negative, and weak relationship between passive behavior levels and self-efficacy levels (r = -.08, p < .05). No significant relationship can be found between concealed aggressive behavior levels and self-efficacy levels (r = .01, p > .05). There is a positive, weak, and significant relationship between openly aggressive behavior levels and self-efficacy levels (r = .10, p < .05). There is no significant relationships between communication style levels and sympathetic tendency levels (r = .01, p > .05). There is no significant relationship between self-efficacy levels and sympathetic tendency levels of the participants (r = -.08, p > .05).

Kaynakça

  • Akyürek, B.K. (2017). The Relationship Between Learners’ Communication Styles and Their Academic Language Achievement (Master of Arts Thesis). Gaziantep University, Gaziantep.
  • Asakereh, A., & Yousofi, N. (2018). Reflective thinking, self-efficacy, self-esteem and academic achievement of Iranian EFL students in higher education: Is there a relationship?. International Journal of Educational Psychology, 7(1), 68-89.
  • Aypay, A. (2010). Genel öz yeterlik ölçeği'nin (GÖYÖ) Türkçe'ye uyarlama çalışması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 11(2), 113-132.
  • Bahmani Fard, M. (2013). An Investigation into the Relationship Among Self-Efficacy, Self-Esteem, Test Anxiety and Final Achievement of English Literature Students. Journal of Studies in Learning and Teaching English, 2(1), 121-138.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
  • Bandura, A. & Wessels, S. (1994) Self-efficacy. In: Ramachaudran VS, ed. Encyclopedia of Human Behavior, vol 4., 71–81.
  • Batson, C. D., & Ahmad, N. (2001). Empathy‐induced altruism in a prisoner's dilemma II: What if the target of empathy has defected?. European Journal of Social Psychology, 31(1), 25-36.
  • Caprara, G. V., Barbaranelli, C., Pastorelli, C., Bandura, A., & Zimbardo, P. G. (2000). Prosocial foundations of children's academic achievement. Psychological science, 11(4), 302-306.
  • Çeliktürk, H. (2019). A study on Sympathetic Tendency of EFL learners through Competition Games (Master of Arts Thesis). Gaziantep University, Gaziantep.
  • Chen, X., Zhang, G., Yin, X., Li, Y., Cao, G., Gutiérrez-García, C., & Guo, L. (2019). The relationship between self-efficacy and aggressive behavior in boxers: The mediating role of self-control. Frontiers in Psychology, 10, 212.
  • Chen, Y. (2020). Correlation between self-efficacy and English performance. International Journal of Emerging Technologies in Learning (iJET), 15(8), 223-234.
  • Cohen, L., Manion, L., & Morrison, K. (2000). Research Methods in Education (5th ed.). Routledge. https://doi.org/10.4324/9780203224342
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: SAGE Publications.
  • Darwall, S. (1998). Empathy, sympathy, care. Philosophical Studies: An International Journal for Philosophy in the Analytic Tradition, 89(2/3), 261-282.
  • De Vries, R. E., Bakker-Pieper, A., Alting Siberg, R., van Gameren, K., & Vlug, M. (2009). The content and dimensionality of communication styles. Communication Research, 36(2), 178-206.
  • Epstein, N. (1980). Social consequences of assertion, aggression, passive aggression, and submission: Situational and dispositional determinants. Behavior Therapy, 11(5), 662-669.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education. New York: The McGraw-Hill Companions, Inc.
  • Gardner, H. E. (2000). Intelligence reframed: Multiple intelligences for the 21st century. Hachette UK.
  • Harrn, A. (2011). What is passive aggressive behavior? retrieved from http://www. counselling-directory.org.uk/counsellor-articles/what-is-passive-aggressive-behaviour
  • Hawa, H. (2019). Students’ Learning Styles, Self-efficacy at GUFSL and Its Correlation with Their Social Interaction (Master of Arts Thesis). Gaziantep University, Gaziantep.
  • HRDQ., ‘’Interpersonal Influence Inventory’’ (2009). Interpretative Report. HRDQ, 27th November 2021, www.hrdq.com
  • Jerusalem, M., & Schwarzer, R. (1992). Self-efficacy as a resource factor in stress appraisal processes. Self-efficacy: Thought Control of Action, 195213.
  • Johnson, N. J., & Klee, T. (2007). Passive-aggressive behavior and leadership styles in organizations. Journal of Leadership & Organizational Studies, 14(2), 130-142.
  • Jusriati, J., Nasriandi, N., & Sari, P. (2020). Communication Styles in EFL Classroom Interaction. Wanastra, 12(2), 209-214.
  • Kirkgöz, Y. (2009). Globalization and English language policy in Turkey. Educational Policy, 23(5), 663-684
  • Lazarus, A. A. (1973). On assertive behavior: A brief note. Behavior therapy, 4(5), 697-699.
  • Mahyuddin, R., Elias, H., Cheong, L. S., Muhamad, M. F., Noordin, N., & Abdullah, M. C. (2006). The relationship between students' self efficacy and their English language achievement. Malaysian Journal of Educators and Education, 21, 61-71.
  • Mofrad, S. K., & Mehrabi, T. (2015). The role of self-efficacy and assertiveness in aggression among high-school students in Isfahan. Journal of medicine and life, 8(4), 225-231.
  • Mojavezi, A., & Tamiz, M. P. (2012). The Impact of Teacher Self-efficacy on the Students’ Motivation and Achievement. Theory and Practice in Language Studies, 2(3), 483-491.
  • MoNE (2018). Ortaöğretim İngilizce Dersi Öğretim Programı (9, 10, 11 ve 12. Sınıflar). Ankara: Talim ve Terbiye Kurulu Başkanlığı.
  • Nasrollahi, A., & Barjasteh, H. (2013). Iranian students' self efficacy and their language achievements. Theory and Practice in Language Studies, 3(10), 1837-1843.
  • Nelsen, J., Lott, L., & Glenn, H. S. (2011). Positive Discipline in the Classroom, Revised 3rd Edition: Developing Mutual Respect, Cooperation, and Responsibility in Your Classroom. Harmony.
  • Nikel, Ł. (2020). Submissiveness, assertiveness and aggressiveness in school-age children: The role of self-efficacy and the Big Five. Children and youth services review, 110: 1-6 doi: 10.1016/j.childyouth.2020.104746
  • Pajares, F. (1997). Current directions in self-efficacy research. Advances in motivation and achievement, 10(149), 1-49.
  • Pânişoară, G., Sandu, C., Pânişoară, I. O., & Duţă, N. (2015). Comparative study regarding communication styles of the students. Procedia-Social and Behavioral Sciences, 186, 202-208.
  • Parto, M. (2011). Problem solving, self-efficacy, and mental health in adolescents: Assessing the mediating role of assertiveness. Procedia-Social and Behavioral Sciences, 30, 644-648.
  • Pipas, M. D., & Jaradat, M. (2010). Assertive communication skills. Annales Universitatis Apulensis: Series Oeconomica, 12(2), 649.
  • Rabkin, L. Y. (1965). Passive aggressiveness and learning. Exceptional Children, 32(1), 1-3.
  • Salovey, P., & Mayer, J. D. (1990). Emotional Intelligence. Imagination, Cognition and Personality, 9(3), 185–211.
  • Schwarzer, R., & Jerusalem, M. (1982). Selbstwertdienliche Attributionen nach Leistungsrückmeldungen [Self-serving attributions after performance feedback]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 14(1), 47–57.
  • Schwarzer, R., & Jerusalem, M. (1995). Generalized self-efficacy scale. J. Weinman, S. Wright, & M. Johnston, Measures in health psychology: A user’s portfolio. Causal and control beliefs, 35, 37.
  • Schwarzer, R., & Jerusalem, M. (2010). The general self-efficacy scale (GSE). Anxiety, Stress, and Coping, 12(1), 329-345.
  • Shkullaku, R. (2013). The relationship between self-efficacy and academic performance in the context of gender among Albanian students. European academic research, 1(4), 467-478.
  • Sukamolson, S. (2007). Fundamentals of quantitative research behavior: A brief note. Behavior Therapy, Language Institute Chulalongkorn University, 1(3), 1-20.
  • Woodcock, S., & Faith, E. (2021). Am I to blame? Teacher self-efficacy and attributional beliefs towards students with specific learning disabilities. Teacher Development, 25(2), 215-238
Yıl 2023, Cilt: 7 Sayı: 1, 1 - 9, 18.07.2023
https://doi.org/10.31805/acjes.1209371

Öz

Kaynakça

  • Akyürek, B.K. (2017). The Relationship Between Learners’ Communication Styles and Their Academic Language Achievement (Master of Arts Thesis). Gaziantep University, Gaziantep.
  • Asakereh, A., & Yousofi, N. (2018). Reflective thinking, self-efficacy, self-esteem and academic achievement of Iranian EFL students in higher education: Is there a relationship?. International Journal of Educational Psychology, 7(1), 68-89.
  • Aypay, A. (2010). Genel öz yeterlik ölçeği'nin (GÖYÖ) Türkçe'ye uyarlama çalışması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 11(2), 113-132.
  • Bahmani Fard, M. (2013). An Investigation into the Relationship Among Self-Efficacy, Self-Esteem, Test Anxiety and Final Achievement of English Literature Students. Journal of Studies in Learning and Teaching English, 2(1), 121-138.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
  • Bandura, A. & Wessels, S. (1994) Self-efficacy. In: Ramachaudran VS, ed. Encyclopedia of Human Behavior, vol 4., 71–81.
  • Batson, C. D., & Ahmad, N. (2001). Empathy‐induced altruism in a prisoner's dilemma II: What if the target of empathy has defected?. European Journal of Social Psychology, 31(1), 25-36.
  • Caprara, G. V., Barbaranelli, C., Pastorelli, C., Bandura, A., & Zimbardo, P. G. (2000). Prosocial foundations of children's academic achievement. Psychological science, 11(4), 302-306.
  • Çeliktürk, H. (2019). A study on Sympathetic Tendency of EFL learners through Competition Games (Master of Arts Thesis). Gaziantep University, Gaziantep.
  • Chen, X., Zhang, G., Yin, X., Li, Y., Cao, G., Gutiérrez-García, C., & Guo, L. (2019). The relationship between self-efficacy and aggressive behavior in boxers: The mediating role of self-control. Frontiers in Psychology, 10, 212.
  • Chen, Y. (2020). Correlation between self-efficacy and English performance. International Journal of Emerging Technologies in Learning (iJET), 15(8), 223-234.
  • Cohen, L., Manion, L., & Morrison, K. (2000). Research Methods in Education (5th ed.). Routledge. https://doi.org/10.4324/9780203224342
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: SAGE Publications.
  • Darwall, S. (1998). Empathy, sympathy, care. Philosophical Studies: An International Journal for Philosophy in the Analytic Tradition, 89(2/3), 261-282.
  • De Vries, R. E., Bakker-Pieper, A., Alting Siberg, R., van Gameren, K., & Vlug, M. (2009). The content and dimensionality of communication styles. Communication Research, 36(2), 178-206.
  • Epstein, N. (1980). Social consequences of assertion, aggression, passive aggression, and submission: Situational and dispositional determinants. Behavior Therapy, 11(5), 662-669.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education. New York: The McGraw-Hill Companions, Inc.
  • Gardner, H. E. (2000). Intelligence reframed: Multiple intelligences for the 21st century. Hachette UK.
  • Harrn, A. (2011). What is passive aggressive behavior? retrieved from http://www. counselling-directory.org.uk/counsellor-articles/what-is-passive-aggressive-behaviour
  • Hawa, H. (2019). Students’ Learning Styles, Self-efficacy at GUFSL and Its Correlation with Their Social Interaction (Master of Arts Thesis). Gaziantep University, Gaziantep.
  • HRDQ., ‘’Interpersonal Influence Inventory’’ (2009). Interpretative Report. HRDQ, 27th November 2021, www.hrdq.com
  • Jerusalem, M., & Schwarzer, R. (1992). Self-efficacy as a resource factor in stress appraisal processes. Self-efficacy: Thought Control of Action, 195213.
  • Johnson, N. J., & Klee, T. (2007). Passive-aggressive behavior and leadership styles in organizations. Journal of Leadership & Organizational Studies, 14(2), 130-142.
  • Jusriati, J., Nasriandi, N., & Sari, P. (2020). Communication Styles in EFL Classroom Interaction. Wanastra, 12(2), 209-214.
  • Kirkgöz, Y. (2009). Globalization and English language policy in Turkey. Educational Policy, 23(5), 663-684
  • Lazarus, A. A. (1973). On assertive behavior: A brief note. Behavior therapy, 4(5), 697-699.
  • Mahyuddin, R., Elias, H., Cheong, L. S., Muhamad, M. F., Noordin, N., & Abdullah, M. C. (2006). The relationship between students' self efficacy and their English language achievement. Malaysian Journal of Educators and Education, 21, 61-71.
  • Mofrad, S. K., & Mehrabi, T. (2015). The role of self-efficacy and assertiveness in aggression among high-school students in Isfahan. Journal of medicine and life, 8(4), 225-231.
  • Mojavezi, A., & Tamiz, M. P. (2012). The Impact of Teacher Self-efficacy on the Students’ Motivation and Achievement. Theory and Practice in Language Studies, 2(3), 483-491.
  • MoNE (2018). Ortaöğretim İngilizce Dersi Öğretim Programı (9, 10, 11 ve 12. Sınıflar). Ankara: Talim ve Terbiye Kurulu Başkanlığı.
  • Nasrollahi, A., & Barjasteh, H. (2013). Iranian students' self efficacy and their language achievements. Theory and Practice in Language Studies, 3(10), 1837-1843.
  • Nelsen, J., Lott, L., & Glenn, H. S. (2011). Positive Discipline in the Classroom, Revised 3rd Edition: Developing Mutual Respect, Cooperation, and Responsibility in Your Classroom. Harmony.
  • Nikel, Ł. (2020). Submissiveness, assertiveness and aggressiveness in school-age children: The role of self-efficacy and the Big Five. Children and youth services review, 110: 1-6 doi: 10.1016/j.childyouth.2020.104746
  • Pajares, F. (1997). Current directions in self-efficacy research. Advances in motivation and achievement, 10(149), 1-49.
  • Pânişoară, G., Sandu, C., Pânişoară, I. O., & Duţă, N. (2015). Comparative study regarding communication styles of the students. Procedia-Social and Behavioral Sciences, 186, 202-208.
  • Parto, M. (2011). Problem solving, self-efficacy, and mental health in adolescents: Assessing the mediating role of assertiveness. Procedia-Social and Behavioral Sciences, 30, 644-648.
  • Pipas, M. D., & Jaradat, M. (2010). Assertive communication skills. Annales Universitatis Apulensis: Series Oeconomica, 12(2), 649.
  • Rabkin, L. Y. (1965). Passive aggressiveness and learning. Exceptional Children, 32(1), 1-3.
  • Salovey, P., & Mayer, J. D. (1990). Emotional Intelligence. Imagination, Cognition and Personality, 9(3), 185–211.
  • Schwarzer, R., & Jerusalem, M. (1982). Selbstwertdienliche Attributionen nach Leistungsrückmeldungen [Self-serving attributions after performance feedback]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 14(1), 47–57.
  • Schwarzer, R., & Jerusalem, M. (1995). Generalized self-efficacy scale. J. Weinman, S. Wright, & M. Johnston, Measures in health psychology: A user’s portfolio. Causal and control beliefs, 35, 37.
  • Schwarzer, R., & Jerusalem, M. (2010). The general self-efficacy scale (GSE). Anxiety, Stress, and Coping, 12(1), 329-345.
  • Shkullaku, R. (2013). The relationship between self-efficacy and academic performance in the context of gender among Albanian students. European academic research, 1(4), 467-478.
  • Sukamolson, S. (2007). Fundamentals of quantitative research behavior: A brief note. Behavior Therapy, Language Institute Chulalongkorn University, 1(3), 1-20.
  • Woodcock, S., & Faith, E. (2021). Am I to blame? Teacher self-efficacy and attributional beliefs towards students with specific learning disabilities. Teacher Development, 25(2), 215-238
Toplam 45 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Huriye Yaşar 0000-0002-4143-1099

Filiz Yalçın Tılfarlıoğlu 0000-0002-0683-6218

Yayımlanma Tarihi 18 Temmuz 2023
Gönderilme Tarihi 23 Kasım 2022
Kabul Tarihi 11 Nisan 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 7 Sayı: 1

Kaynak Göster

APA Yaşar, H., & Tılfarlıoğlu, F. Y. (2023). Relationships between Learners’ Communication Styles, Self-efficacy, Sympathetic Tendency, and Academic Achievement in EFL Context. Academy Journal of Educational Sciences, 7(1), 1-9. https://doi.org/10.31805/acjes.1209371