Interplay of Self-Efficacy, Study Habits, and Academic Achievement in English Language Learning: A Structural Equation Modeling Approach

Abstract

The research investigates the dense interdependence between learners’ self efficacy level and their study routines and academic success in learning English. To map these relationships the study employs structural equation modeling which evaluates direct self-efficacy links to academic results and the research solving process as an indirect effect. Self-efficacious students tend to develop better study practices that result in better academic achievements. The study shows that instructor support and learning resources availability do not affect the already strong connection between personal motivation and self-regulation for foreign language acquisition. The study delivers important conclusions that benefit educational institutions as well as their decision makers and learning students. Teachers need to develop self-confidence and create formal study plans to achieve better educational results. Education leaders should include self directed learning methods during curriculum development stages, yet students become more successful with dedicated study schedules. The valuable findings of this study need follow-up investigations in different learning settings and across multiple academic subjects because researchers relied on students’ self reported information. Future academic success  research should examine how technological development interacts with cultural diversity and extended timespan effects to develop complete knowledge of these success factors.