Abstract
The present study aimed at finding the relationship of religious orientation (RO), psychological well-being (PWB), and self-esteem (SE) with language achievement (LA) among Iranian EFL learners. Furthermore, it investigated the predictability of dependent variable (LA) using all independent and predictor variables (RO, PWB, and SE). 126 senior and junior students majoring in English Translation and English Literature at Shahid Bahonar University of Kerman participated in the study. To obtain the required data, three questionnaires were utilized: Allport and Ross’s (1967) Intrinsic-Extrinsic Religious Orientation Scale (IEROS) to measure extrinsic and intrinsic religious orientations, Short Measurement of Psychological Well-Being by Clarke, Marshall, Ryff, and Wheaton (2001) to measure psychological well-being, and finally, The Rosenberg Self-Esteem Scale by Rosenberg (1965) to assess self-esteem. Moreover, participants’ GPAs in major courses were used as indicators of their language achievement. For analysis of data, Pearson Product Moment Correlation and Regression analysis were used. The results revealed that there was a significant positive relationship between IRO, PWB, and SE with LA and a significant negative relationship between ERO and LA. Additionally, all the independent variables together could predict LA and accounted for 95 percent of variability of students’ GPA.
Highlights
Increasing interest toward language learning has made the parameters determining language achievement more significant
Scholars, including psychologists, have conducted many research studies to identify the factors associated with academic performance, among which religious orientation (RO), psychological well-being (PWB), and self-esteem (SE) have been found recognizably important (Chamorro-Premuzic & Furnham, 2005; Smetana, Campione-Barr, & Metzger, 2006; Steinberg & Morris, 2001)
Intrinsic-Extrinsic Religious Orientation Scale was developed by Allport and Ross (1967)
Summary
Increasing interest toward language learning has made the parameters determining language achievement more significant. If effective and successful language learning is to be achieved, one solution would be Stevick’s (1980) claim about how successful language learning relies less on learning materials, methods, tasks and language study and more on what is within and between learners and teachers. Internal and external to the learners, could affect their performance. This sheds more light on the significance of parameters resulting in individual differences among learners. Scholars, including psychologists, have conducted many research studies to identify the factors associated with academic performance, among which religious orientation (RO), psychological well-being (PWB), and self-esteem (SE) have been found recognizably important (Chamorro-Premuzic & Furnham, 2005; Smetana, Campione-Barr, & Metzger, 2006; Steinberg & Morris, 2001)
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