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چکیده
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Self-efficacy, defined as people’s belief in their capabilities, has been found to be of paramount importance in academic achievement. Moreover, self-regulation (i.e. a multi-dimensional process leading one to obtain self-set objectives) and academic motivation, defined as the motivation to learn, are also believed to play a role in academic achievement. Bearing this in mind, the present study investigated the relationship among Iranian EFL learners’ self-efficacy, self-regulation, academic motivation and academic achievement. To this end, 100 Iranian EFL learners (57 males and 43 females) were randomly selected as the participants of the study. Three validated Likert-scale questionnaires (i.e. Academic Motivation Scale developed by Vallerand, 1993, Trait Self-regulation Questionnaire, and General Self-efficacy Scale developed by Schwarser, 1995) were administered to the participants of the study. The results of Pearson Product Moment Correlations revealed there was statistically significant positive association between Iranian EFL learners’ a) self-efficacy and academic achievement, b) self-regulation and academic achievement, and c) academic motivation and academic achievement. However, the results of multiple regression analysis indicated among these predictor variables, self-efficacy was a stronger predictor of Iranian EFL learners’ academic achievement. The results and implications are discussed at length in the paper.
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