The relationship between Iranian male and female high school EFL learners' self-efficacy domain

Abstract

The study explored the domains of self-efficacy among senior high school learners of English as a foreign language, with particular attention to gender-based variations. It was motivated by the increasing diversity of learner abilities in language classrooms and the limited empirical understanding of how gender influences different dimensions of self-efficacy in this context. A total of 100 learners, comprising equal numbers of males and females, participated in the study. The Self-Efficacy Questionnaire for Adolescents was employed to assess academic, social, and emotional domains of self-efficacy. Data were analyzed using descriptive and inferential statistical methods to determine associations between gender and self-efficacy domains. Findings revealed a meaningful relationship between gender and learners’ perceived capabilities across self-efficacy dimensions. Female learners tended to report higher academic self-efficacy, while male learners demonstrated stronger emotional and social self-efficacy. The study underscores the importance of incorporating gender-sensitive strategies into language teaching practices to enhance learners’ confidence and performance across domains of self-efficacy.

Keywords: Emotional self-efficacy; English learners; gender differences; academic self-efficacy; social self-efficacy