خلاصة:
The present study aimed at examining the association of religious identity and attribution factors with self-esteem for English language learners. The study adopted a quantitatively dominant sequential mixed-methods research. A sample of 45 students majoring in English language and a pool of 20 experts in psychology and language from different Universities participated in the qualitative phase of the study based on data saturation method. The data collection procedure in the qualitative methods included semi-structured interview method. The qualitative phase of the study, after determining the inter-rater reliability of the data yielded 14 common codes. Moreover, a sample of 163 students majoring in English language from different Universities participated in the quantitative phase of the study based on availability sampling. The data were collected by means of the newly-developed religious identity questionnaire, attribution questionnaire, and self-esteem questionnaire. To develop and validate the questionnaire of religious identity, the researchers employed Factor Analysis and Structural Equation Modelling by means of SPSS Version 22 and Amos 20. Cronbach Alpha estimated the internal consistency of the whole items including 34 items as 0.82. The validated questionnaire composed of four factors including Ideal Religious Identity, Real Religious Identity, Ought to Religious Identity and Feared Religious Identity. Following this, the results of Pearson Correlation Coefficient confirmed that the relationship between religious identity and attributions with self-esteem was significantly positive and large for EFL learners. Religious values act as assistance for learners to exert more effort in the face of possible failure and indeed, small success increases self-esteem.
ملخص الجهاز:
Keywords: religious identity, relativistic factors, self-confidence, English language learners 1 1- Persian Literature Department, Quchan Branch, Islamic Azad University, Quchan, Iran.
Given the importance of this issue, since no tool has been created so far to measure the religious identity of English language learners, researchers in this study first proceeded to design and validate the intended questionnaire.
Given the importance of learners' religious identity in their perceptual perception of their success and failure in learning English, the main goal of the current research is to find the relationship between religious identity and relativity factors with the level of self-confidence for English language students.
3- Is there a significant relationship between religious identity and relativity factors with the level of self-confidence of English language students?
Part Two: Quantitative Analysis In this stage of the study, the main goal of the researchers was to construct and validate a questionnaire on the religious identity of English language students, through which they identified the sub-components of the questionnaire using the factor analysis formula.
To collect data regarding the third question of the present research, 104 students participated in this study based on convenience sampling, so that the researchers sought to find the relationship between religious identity and the relative self-confidence of English language students.
To answer the third question of the research regarding the relationship between religious identity and relativity with the self-confidence of English language students, the Pearson correlation coefficient was used.
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