Nicole Mills, Department of Romance Languages; Frank Pajares, Division of Educational Studies; Carol Herron, Department of French and Italian.
Self-efficacy of College Intermediate French Students: Relation to Achievement and Motivation
Article first published online: 24 SEP 2007
© 2007 Language Learning Research Club, University of Michigan
Volume 57, Issue 3, pages 417–442, September 2007
How to Cite
Mills, N., Pajares, F. and Herron, C. (2007), Self-efficacy of College Intermediate French Students: Relation to Achievement and Motivation. Language Learning, 57: 417–442. doi: 10.1111/j.1467-9922.2007.00421.x
- Issue published online: 24 SEP 2007
- Article first published online: 24 SEP 2007
- Revised version accepted 17 October 2006
- intermediate language learners;
- self-efficacy for self-regulation;
- perceived value;
- learning strategies
The objective of this investigation was to examine the influence of self-efficacy and other motivational self-beliefs on the achievement of college intermediate French students (N= 303). Self-efficacy for self-regulation was a stronger predictor of intermediate French language achievement than were self-efficacy to obtain grades in French, French anxiety in reading and listening, and French learning self-concept. Students who perceived themselves as capable of using effective metacognitive strategies to monitor their academic work time effectively were more apt to experience academic success in intermediate French. Female students reported greater self-efficacy for self-regulation, interest, value, and enjoyment in learning about both the French language and culture than did male students, despite the fact that men and women had similar achievement. Findings are interpreted from the perspective of Bandura's (1986) social cognitive theory as it related to foreign language motivation and learning.