self-efficacy,self-concept and attitude as predictors of EFL learners course performance

Abstract Self-efficacy, self-concept, and attitude, as psychological constructs, are believed to make major contributions to the learning process and academic performance. The present study was an attempt to investigate the possible differences among learners’ self-efficacy, self-concept and attitude as predictors of their course performance. To this end, questionnaires of EFL Self-efficacy, Self-concept, and Attitude together with Nelson English Proficiency Test were administered to 219 EFL learners. Multiple regression analysis was run to investigate the predictive power of self-efficacy, self-concept and attitude on students’ course performance. The results indicated that of the three variables, both self-efficacy and attitude were positive predictors of course performance. Meanwhile, self-efficacy, compared to attitude, was a better predictor of course performance. However, self-concept did not have any significant correlation with the participants’ course performance. The results of the present study can have implications for teachers, materials developers, researchers, and syllabus designers.