Abstract
Poking about the motivational beliefs of EFL learners across different graders is felt en route to monitoring their outlooks for waging into any actual learning. To do so, the study sought to ascertain the effect of grade levels on the motivational beliefs of Iranian EFL university students. A total of 202 Iranian EFL learners were examined for their self-efficacy and control of learning beliefs by dint of motivation subscales of Motivated Strategies for Learning Questionnaire. Cross-sectional study was done for data collection and for means differences. Sophomores reported lower means for their motivational beliefs than other two graders. Third graders reported higher means than sophomores and seniors in all two variables. Fourth graders reported lower self-efficacy than other two graders. Furthermore, fourth graders reported a higher means for control of learning beliefs than sophomores. The findings corroborate former studies evidencing a tail-off in self-efficacy in higher graders.
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