Students’ Age, Perceptions of Poor Performance, and Fear of Negative Assessment in English Speaking as Predictors of Academic Performance in Male and Female Students

Abstract

The students’ implicit theories of intelligence and ability play a crucial role in determining their interest and effort in their studies. The negative mindset promotes poor perceptions of performance and fear of negative evaluation in students, which negatively impacts their learning and academic performance. The English language experts have tried to understand these perceptions of poor performance and fear of negative evaluation in English speech anxiety. Gender and age differences are present in implicit theories and perceptions of poor performance, fear of negative evaluation, and speech anxiety. Therefore, the current study explored the role of age in perceptions of poor performance and fear of negative evaluation in English speaking anxiety and academic performance among male and female students. The sample of the study was 956 university students. Generalized structured component analysis multi-group approach revealed the differing impacts of age on dimensions of negative thoughts in English speaking and academic performance in male and female students. The direct effect of age on students’ academic performance was insignificant. However, the students’ perceptions of poor performance mediated the impact of age on academic performance. The effect of perceptions of poor performance on academic performance was negative compared to the positive effect of fear of negative evaluation on students’ academic performance.