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Self-regulatory Efficacy and Foreign Language Attainment

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Positive Psychology Perspectives on Foreign Language Learning and Teaching

Part of the book series: Second Language Learning and Teaching ((SLLT))

Abstract

The foreign language learning process is lengthy and full of obstacles, while the most significant learning effects are quite delayed in time, and difficult to notice on a day-to-day basis. For this reason perseverance in self-controlling efforts may be of crucial importance to language success. It allows for a steady linguistic and cultural development of the student, allowing him to enjoy diverse, even contradictory opinions, leading to ultimate language success. The results of the research carried out with Polish secondary grammar school students (N = 621) demonstrate that only in reference to self-assessment of FL skills students with high levels of self-regulated efficacy significantly differ from their low level peers. The reasons for this finding can be attributed to the importance of personal goals and grade achievement, as well as to the student’s perception of control.

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Authors and Affiliations

  1. Opole University, Opole, Poland

    Ewa Piechurska-Kuciel

  2. Katowicka 19/2, 45-061, Opole, Poland

    Ewa Piechurska-Kuciel

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  1. Ewa Piechurska-Kuciel
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Correspondence to Ewa Piechurska-Kuciel .

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Editors and Affiliations

  1. Institute of English, University of Silesia, Sosnowiec, Poland

    Danuta Gabryś-Barker

  2. Institute of English, University of Silesia, Sosnowiec, Poland

    Dagmara Gałajda

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Piechurska-Kuciel, E. (2016). Self-regulatory Efficacy and Foreign Language Attainment. In: Gabryś-Barker, D., Gałajda, D. (eds) Positive Psychology Perspectives on Foreign Language Learning and Teaching. Second Language Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-319-32954-3_19

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  • DOI: https://doi.org/10.1007/978-3-319-32954-3_19

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