Correlation Analysis of Academic Perfectionism, Self-Efficacy, and Burnout among English Department Learners

Authors

  • Diba Ramadhana Universitas Negeri Malang
  • Yazid Basthomi Universitas Negeri Malang
  • Evynurul Laily Zen Universitas Negeri Malang

DOI:

https://doi.org/10.29408/veles.v7i2.18309

Keywords:

Academic perfectionism, English learning burnout, Self-efficacy

Abstract

Within applied linguistics and foreign language pedagogy, the role of emotions in language learning has been somewhat overshadowed. Addressing this oversight, our study focuses on psychological elements pertinent to English learning stages. We explore the interplay between academic perfectionism, self-efficacy, and language learning burnout. Survey data was collected from 263 English Department students at a university in Malang across the 2nd, 4th, and 6th semesters using structured questionnaires. Notably, while second-semester students showed no significant correlation among these variables, meaningful connections emerged for students in the fourth and sixth semesters. Analysis revealed that, though academic perfectionism plays a role, its impact on burnout is relatively minor compared to self-efficacy. There was a distinct correlation between academic self-efficacy and language learning burnout throughout the English program's progression, with a weaker relationship in the 2nd semester and a stronger one in the 4th and 6th semesters. The results underscore the need for an educational environment that champions growth over mere perfection. Prioritizing stress management, self-reflection, and goal setting is paramount. Furthermore, specialized support is vital to cater to students' shifting needs as they advance academically.

References

Abarghuei, A., Falsafinejad, Ghavam, E., & Dortaj. (2016). The causal relationship of the social support and maladaptive perfectionism with the academic burnout mediated by the self-efficacy among undergraduate students of Shahid Chamran University. Mediterranean Journal of Social Sciences. https://doi.org/10.5901/mjss.2016.v7n4s1p11

Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.

Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41(3), 586–598. https://doi.org/10.1037/0022-3514.41.3.586

Bouafes, Y. (2020). Investigating the relationship between perfectionism and EFL learners’ speaking performance the case of master two EFL students at Larbi Ben M’hidi University of Oum El Bouaghi [Master Thesis].

Creswell, J. W. (2018). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson India Education Services, Sixth Impression.

Ehrman, M. (1996). Second language learning difficulties: Looking beneath the surface. Thousand Oaks, CA: Sage.

Hall, N. C., Lee, S. Y., & Rahimi, S. (2019). Self-efficacy, procrastination, and burnout in post-secondary faculty: An international longitudinal analysis. PLOS ONE, 14(12), e0226716. https://doi.org/10.1371/journal.pone.0226716

Hanchon, T. A. (2010). The relations between perfectionism and achievement goals. Personality and Individual Differences, 49(8), 885–890. https://doi.org/10.1016/j.paid.2010.07.023

Hayakawa, S., Bartolotti, J., van den Berg, A., & Marian, V. (2019). Language difficulty and prior learning influence foreign vocabulary acquisition. Languages, 5(1), 2. https://doi.org/10.3390/languages5010002

Hsieh, P. (Pei-Hsuan), Sullivan, J. R., & Guerra, N. S. (2007). A closer look at college students: Self-efficacy and goal orientation. Journal of Advanced Academics, 18(3), 454–476. https://doi.org/10.4219/jaa-2007-500

Hu, Q., & Schaufeli, W. B. (2009). The factorial validity of the Maslach Burnout Inventory–Student survey in China. Psychological Reports, 105(2), 394–408. https://doi.org/10.2466/pr0.105.2.394-408

Kaiser, E. Y. (2011). Self-effıcacy, burnout, and success of small business owners in New York [Thesis].

Liu, C., & Berzenski, S. R. (2022). College academic perfectionism scale: Development and validation. Journal of Psychoeducational Assessment, 073428292110697. https://doi.org/10.1177/07342829211069799

Liu, C., He, J., Ding, C., Fan, X., Hwang, G.-J., & Zhang, Y. (2021). Self-oriented learning perfectionism and English learning burnout among EFL learners using mobile applications: The mediating roles of English learning anxiety and grit. Learning and Individual Differences, 88, 102011. https://doi.org/10.1016/j.lindif.2021.102011

Maslach, C. (1986). Stress, burnout, and workaholism. Professionals in Distress: Issues, Syndromes, and Solutions in Psychology. 53–75. https://doi.org/10.1037/10056-004

Nielsen, T., Dammeyer, J., Vang, M. L., & Makransky, G. (2017). Gender fairness in self-efficacy? A rasch-based validity study of the General Academic Self-Efficacy Scale (GASE). Scandinavian Journal of Educational Research, 62(5), 664–681. https://doi.org/10.1080/00313831.2017.1306796

Riurean, S., Leba, M., Andreea Ionica, & Nassar, Y. (2020). Technical solution for burnout, the modern age health issue. 2020 IEEE 20th Mediterranean Electrotechnical Conference (MELECON). https://doi.org/10.1109/melecon48756.2020.9140516

Rohmani, N., & Andriani, R. (2021). Correlation between academic self-efficacy and burnout originating from distance learning among nursing students in Indonesia during the COVID-19 pandemic. Journal of Educational Evaluation for Health Professions, 18, 9. https://doi.org/10.3352/jeehp.2021.18.9

Sherf, E. N., & Morrison, E. W. (2020). I do not need feedback! Or do I? Self-efficacy, perspective taking, and feedback seeking. Journal of Applied Psychology, 105(2), 146–165. https://doi.org/10.1037/apl0000432

Sitzmann, T., & Yeo, G. (2013). A meta-analytic investigation of the within-person self-efficacy domain: Is self-efficacy a product of past performance or a driver of future performance? Personnel Psychology, 66(3), 531–568. https://doi.org/10.1111/peps.12035

Stoeber, J., & Otto, K. (2006). Positive conceptions of perfectionism: Approaches, evidence, challenges. Personality and Social Psychology Review, 10(4), 295–319. https://doi.org/10.1207/s15327957pspr1004_2

Stone, D. N. (1994). Overconfidence in initial self-efficacy judgments: Effects on decision processes and performance. Organizational Behavior and Human Decision Processes, 59(3), 452–474. https://doi.org/10.1006/obhd.1994.1069

Surma, S. A., Hakim, S. S., & Rahman L. M. S. (2021). Planning for pandemic resilience: COVID-19 experience from urban slums in Khulna, Bangladesh. Journal of Urban Management. https://doi.org/10.1016/j.jum.2021.08.003

Wang, K., Permyakova, T., Sheveleva, M., & Camp, E. (2018). Perfectionism as a predictor of anxiety in foreign language classrooms among Russian college students. ECPS - Educational Cultural and Psychological Studies, 18. https://doi.org/10.7358/ecps-2018-018-wang

Weiss, H. M., & Knight, P. A. (1980). The utility of humility: Self-esteem, information search, and problem-solving efficiency. Organizational Behavior and Human Performance, 25(2), 216–223. https://doi.org/10.1016/0030-5073(80)90064-1

Yang, G., Sun, W., & Jiang, R. (2022). Interrelationship amongst university student perceived learning burnout, academic self-efficacy, and teacher emotional support in China’s English online learning context. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.829193

Yildiz, H. (2023). Prediction of pre-service teachers’ academic self-efficacy through machine learning approaches. African Educational Research Journal, 11(1), 32–44. https://doi.org/10.30918/aerj.111.22.083

Yu, J. H., Chae, S. J., & Chang, K. H. (2016). The relationship among self-efficacy, perfectionism and academic burnout in medical school students. Korean Journal of Medical Education, 28(1), 49–55. https://doi.org/10.3946/kjme.2016.9

Downloads

Additional Files

Published

2023-10-30

How to Cite

Ramadhana, D., Basthomi, Y., & Zen, E. L. (2023). Correlation Analysis of Academic Perfectionism, Self-Efficacy, and Burnout among English Department Learners. Voices of English Language Education Society, 7(2), 300–311. https://doi.org/10.29408/veles.v7i2.18309

Issue

Vol. 7 No. 2 (2023): VELES (Voices of English Language Education Society)

Section

Articles

License

Authors who publish with the VELES Journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
  2. Authors are able to enter into separate, additional contractual arrangements for the distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

Creative Commons License

VELES Journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.