Ramadhana, Diba (2023) A correlational study of academic perfectionism, self-efficacy, and language learning burnout among english department students / Diba Ramadhana</p>. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
The study was undertaken to delve into the relationships between academic perfectionism self-efficacy and burnout in the context of English language learning among undergraduate students. The researcher recognized the significance of these psychological factors in shaping students learning experiences and academic outcomes. Understanding these correlations could provide valuable insights to educators and researchers enabling them to develop effective strategies to support students well-being and enhance their overall academic success. The research questions focused on exploring the relationships between academic perfectionism self-efficacy and language learning burnout and how much these factors contribute to burnout among English Department. To address the research questions a thorough correlational analysis was employed utilizing close-ended questionnaires to gather quantitative data from a diverse group of 263 participants enrolled in the English Department at a university in Malang. The intentional sampling method allowed the researchers to target students at different stages of their academic journey including 2nd 4th and 6th semester learners. This approach facilitated a comprehensive exploration of how academic perfectionism self-efficacy and language learning burnout vary throughout students progression in the program. The findings of the study revealed intriguing insights into the relationships between the variables under investigation. While the analysis showed weak correlations between academic perfectionism and English learning burnout across all semesters it was evident that academic perfectionism had a relatively minor influence on burnout among these students. On the other hand the study demonstrated a moderate correlation between academic self-efficacy and language learning burnout among students in the English Department. This finding was particularly interesting as it indicated that academic self-efficacy played a crucial role in shaping students experiences and responses to the language learning process. The data showed that academic self-efficacy explained a substantial portion of the observed variability in language learning burnout implying that students confidence in their abilities significantly influenced their likelihood of experiencing burnout. Further investigation into the data revealed interesting patterns when considering each semester individually. For 2nd semester students the correlation between academic self-efficacy and English learning burnout was relatively weak but statistically significant. As students progressed to the 4th and 6th semesters the correlation became more moderate suggesting that the influence of academic self-efficacy on burnout strengthened as students advanced in their language learning journey. The study s implications hold great significance for educators and educational institutions. One key takeaway is the recognition of the limited impact of academic perfectionism on English learning burnout. In response educators are encouraged to cultivate a supportive and nurturing learning environment that encourages students to strive for progress rather than pursuing unattainable perfection. To achieve this implementing stress management techniques promoting self-reflection and providing guidance on setting realistic goals can be effective in mitigating the negative effects of academic perfectionism and fostering a growth mindset among language learners. Additionally the study highlights the importance of tailored support for students at different stages of their academic journey. As academic self-efficacy and burnout display varying correlations across semesters educators should design support strategies that align with the specific needs of students in each stage. For instance early-stage students (2nd semester) may benefit from interventions that build self-efficacy and boost confidence in their language learning abilities. In contrast later-stage students (4th and 6th semester) may require strategies that address potential negative consequences of high self-efficacy such as overestimating their abilities and resisting feedback. By offering such targeted support educators can enhance students well-being and academic performance. Despite these valuable findings the study has its limitations that warrant consideration. The research was conducted at a single academic institution which may limit the generalizability of the findings to a broader population. To enhance the external validity of the study future research could include participants from diverse demographics and linguistic backgrounds allowing for a more comprehensive understanding of how these psychological factors influence language learning in different contexts. Furthermore the study solely focused on English language learning among foreign language students. Expanding the scope of future research to encompass learners of other languages could offer comparative insights into how academic perfectionism self-efficacy and burnout manifest in various language learning settings.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 28 Aug 2023 04:29 |
| Last Modified: | 09 Sep 2023 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/322536 |
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