The Role of Psychological Well-being on University EFL Learners’ Attributional Patterns

Abstract

The aim of this study was to investigate the relationship between learners’ state of psychological well-being and their attributional patterns in learning English as a foreign language. The sample consists of 96 university students studying English literature and language teaching in Ferdowsi University of Mashad, 42 of whom were male and 54 female whose age ranged from18 to 26 years old. The participants completed Attribution Theory for Foreign Language Learners Questionnaire and Ryff Scale of Psychological Well-being in one session. The correlational study indicated positive and significant correlations between psychological well-being subscales and all the attribution patterns except for the association between Personal growth and Language policy which was non-significant. The results of regression analyses demonstrated that some of psychological well-being subscales could predict some of the factors learners ascribe their success or failure to