The purpose of this study was to examine the relationship between perception of teacher academic optimism with academic achievement in English language course based on mediating role of English language self-efficacy. So 741 students (454 female & 287 male) were chosen through multiple cluster sampling (age mean: 16/57; SD: 0/73). They completed English language self-efficacy questionnaire (Mclory & Batting, 2001) and perception of teacher academic optimism questionnaire (Hoy et al, 2008). English achievement was assessed through final grade of academic year. Data was analyzed through path analysis technique. Results indicated that out of two factors in perception of teacher academic optimism, just academic emphasis and teacher's trust in parents and students had a direct and positive effect on English language self-efficacy. Also perception of academic emphasis/trust and perception of teacher self-efficacy had an indirect positive effect on English language achievement through student self-efficacy. Goodness of fit indices showed suitable fitness of the model (CFI=0/98, GFI= 0/95, NFI= 0/97). Mediating role of student self-efficacy in relationship between factors of optimism and English language achievement was confirmed. © 2011 Published by Elsevier Ltd.
Moghari, E. H., Lavasani, M. G., Bagherian, V., & Afshari, J. (2011). Relationship between perceived teacher’s academic optimism and English achievement: Role of self-efficacy. In Procedia - Social and Behavioral Sciences (Vol. 15, pp. 2329–2333). https://doi.org/10.1016/j.sbspro.2011.04.102