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<p style="text-align:justify;">The present study explores&nbsp;the relationship between self-esteem, self-efficacy, and academic achievement&nbsp;among Iranian graduate students majoring in English Language Teaching (ELT) by&nbsp;presenting a model of the interrelationship among these three constructs. To&nbsp;this end, 229 students, male (N=80) and female (N=149), were selected from&nbsp;among different universities of Khorasan Razavi Province, Iran. AMOS software,&nbsp;Schwarzer, and Jerusalem’s self-efficacy questionnaire were utilised to conduct&nbsp;the study and Rosenberg’s self-esteem questionnaire. Also, to assess the&nbsp;participants’ academic achievement, their Grade Point Average (GPA) was used as&nbsp;a criterion measure based on their self-report evaluation. The results of the Pearson&nbsp;correlation indicated that there were significant positive relationships between&nbsp;self-efficacy and self-esteem (r=.641, p&lt;.05), self-efficacy and academic&nbsp;achievement (r=.609, p&lt;.05), and self-esteem and academic achievement&nbsp;(r=.519, p&lt;.05). The goodness of fit indices revealed that all the fit&nbsp;indices lie within the acceptable fit thresholds. Results of the model showed&nbsp;that both self-efficacy (β= .44, p&lt;.05) and self-esteem (β= .22, p&lt;.05)&nbsp;were significant positive predictors of students’ achievement. Therefore,&nbsp;self-efficacy was a better predictor of GPA. The model also demonstrated that&nbsp;self-efficacy positively and significantly (β= .57, p&lt;.05). The findings of&nbsp;the study might have some pedagogical implications for language teaching and&nbsp;learning.</p>

On the Relationship between Iranian English Language Teaching Students’ Self-efficacy, Self-esteem, and their Academic Achievement

Original Research 

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