Examining the Relationships between Self-Efficacy, Effort Regulation Strategy Use, and English Vocabulary Skills

Abstract

This study explores the relationships among self-efficacy beliefs, effort regulation strategies, and English vocabulary development at a university in Japan. The theoretical framework draws on Pintrich and Zusho’s (2002) model of self-regulation, motivation, and academic success and Bandura’s (1986) social cognitive theory. Educational psychology literature indicates that self-efficacy beliefs predict self-regulation strategy use, and that self-efficacy beliefs and self-regulated learning are two of the most important predictors of a learner’s academic success (Bandura, 1986; Pintrich, 2004). Although a large number of studies have been conducted in general education, there has been limited research on this topic in the Japanese university English education context. In order to examine the relationships between learners’ self-efficacy beliefs, effort regulation strategy use, and English vocabulary skills, the present research focused on English majors at a Japanese university. Data were collected using a questionnaire including items that measured self-efficacy and effort regulation strategies, and Nation’s Vocabulary Size Test (2001). The data were analyzed employing structural equation modeling in order to highlight clear relationships among these variables. The results indicated that self-efficacy predicted effort regulation strategies use, which in turned influenced L2 vocabulary skills.