Empowering Learners in Specialized Language Learning: A Student-Centered Study of Self-Efficacy, Attitudes, and Performance
Document Type
Paper presentation
School Name
Saint Mary's University Junior High School and Science High School
School Code
N/A
Abstract / Executive Summary
This research addresses a critical need in specialized language education, by addressing affective and psychological factors governing student success. The study aims to empirically investigate the interrelationships among self-efficacy (SE), attitudes (ATT), and academic performance (AP) in specialized subjects (Speech, Reading, Journalism, and Business English) to inform curriculum redesign. Higher self-efficacy improves attitudes and performance, while success strengthens self-efficacy and positive feelings. Schools can use this to design a language curriculum that empowers students, fosters love for language, and improves learning outcomes. A quantitative, correlational design was employed with a cohort of 289 students from Grades 7-9. Data was collected
with validated SE and attitude instruments and official grades. Students showed moderate self- efficacy and proficient performance. Regression showed all four SE sources influence confidence,
with vicarious experience having the strongest impact underscoring the importance of peer modeling. Students’ attitudes are strongly positive due to societal value of language and anxiety levels, with a moderate positive correlation between self-efficacy and attitude, indicating mutual reinforcement. A language-teaching finding shows that self-efficacy and attitude decline slightly as students advance grades, indicating a need for targeted interventions. Curriculum redesign should sustain student confidence and engagement by enhancing mastery, providing vicarious learning, reducing language anxiety, and strengthening teacher-student relationships through hands-on learning and emotional support. These student-centric approaches are essential for long-term academic achievement in specialized education thus paving the way towards the attainment of SDG 4: Quality Education. (234 words)
Keywords:
student empowerment; academic attitudes; academic performance; curriculum redesign; self-efficacy
Empowering Learners in Specialized Language Learning: A Student-Centered Study of Self-Efficacy, Attitudes, and Performance
This research addresses a critical need in specialized language education, by addressing affective and psychological factors governing student success. The study aims to empirically investigate the interrelationships among self-efficacy (SE), attitudes (ATT), and academic performance (AP) in specialized subjects (Speech, Reading, Journalism, and Business English) to inform curriculum redesign. Higher self-efficacy improves attitudes and performance, while success strengthens self-efficacy and positive feelings. Schools can use this to design a language curriculum that empowers students, fosters love for language, and improves learning outcomes. A quantitative, correlational design was employed with a cohort of 289 students from Grades 7-9. Data was collected
with validated SE and attitude instruments and official grades. Students showed moderate self- efficacy and proficient performance. Regression showed all four SE sources influence confidence,
with vicarious experience having the strongest impact underscoring the importance of peer modeling. Students’ attitudes are strongly positive due to societal value of language and anxiety levels, with a moderate positive correlation between self-efficacy and attitude, indicating mutual reinforcement. A language-teaching finding shows that self-efficacy and attitude decline slightly as students advance grades, indicating a need for targeted interventions. Curriculum redesign should sustain student confidence and engagement by enhancing mastery, providing vicarious learning, reducing language anxiety, and strengthening teacher-student relationships through hands-on learning and emotional support. These student-centric approaches are essential for long-term academic achievement in specialized education thus paving the way towards the attainment of SDG 4: Quality Education. (234 words)
