Abstract
The present study was designed to investigate the relationship among locus of control (LOC), religious orientation (RO) and test anxiety (TA) among Iranian EFL learners. Furthermore, it scrutinized the role of gender on these variables. To achieve such goals, 100 Iranian EFL students (57 females, 43 males) studying English at Shahid Bahonar University of Kerman participated in the study. These students were randomly selected from junior and senior students majoring in English Translation and English Literature. In order to obtain the required data, three questionnaires were utilized: Rotters’s (1966) locus of control scale (LOCS) to measure participants’ level of LOC, Sarason’s (1975) test anxiety scale (TAS) to measure participants’ TA, and Allport and Ross’s (1967) religious orientation scale (ROS) to determine participants’ intrinsic or extrinsic religious orientation. For analysis of data, Pearson Product Moment Correlation and T-test were used. The results revealed that there was a significant negative relationship between ILOC and TA and a significant positive relationship between ELOC and TA. Furthermore, there was a significant positive relationship between ILOC and IRO and a significant positive relationship between ELOC and ERO. Also, there was a significant negative relationship between ILOC and TA, and a significant positive relationship between ELOC and TA. Finally, there were not any significant differences among males and females regarding ILOC, ELOC, TA, IRO, and ERO.
Highlights
It is undoubtedly true that learners bring many individual characteristics to the learning process which will affect both the way in which they learn and the outcomes of that process
Locus of control (LOC), test anxiety (TA), and religious orientation (RO) are among these characteristics that their relationship will be investigated in this study
An Independent Sample T-test was applied to compare the means of locus of control, test anxiety, and religious orientation in two groups of males and females
Summary
It is undoubtedly true that learners bring many individual characteristics to the learning process which will affect both the way in which they learn and the outcomes of that process. Locus of control (LOC), test anxiety (TA), and religious orientation (RO) are among these characteristics that their relationship will be investigated in this study. As early as the Ancient Greek times, philosophers and writers focused on the idea of fate and free will. While some find the idea of having a greater power drive our lives comforting, others find it frightening. There are those who rely on the idea of not being in control of their lives to justify their actions or explain their misfortunes. Because of the mixed emotions surrounding fate, destiny, and free choice, numerous works from the ancient times until now focus on locus of control (LOC)
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