Relations between gender stereotyping and foreign language attainment: The mediating role of language learners’ anxiety and self‐efficacy

Kutuk, Gulsah, Putwain, David W., Kaye, Linda K. and Garrett, Bethan (2022) Relations between gender stereotyping and foreign language attainment: The mediating role of language learners’ anxiety and self‐efficacy. British Journal of Educational Psychology, 92 (1). pp. 212-235. ISSN 0007-0998

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Abstract

Background: Gender stereotyping of academic domains has long been a major issue in education. However, previous research has mainly focused on male-dominated fields and women’s disadvantage in such fields. Little attention has been paid to the fields of study, such as foreign language learning, which are typically stereotyped as female domains. Aims: This study aimed to investigate whether relations between (1) learners’ gender stereotypes about English as a foreign language (EFL) learning and language attainment and (2) learner perceptions of teacher stereotypes of EFL learning and language attainment were mediated by anxiety and self-efficacy. Sample: Data were collected from 701 university students (M age = 19.7 years, 49.4% male) learning EFL in three Turkish universities. Method: Data were collected over three waves. Multi-group structural equation modelling approach was used to analyse the data. Results: Results showed the relations between learners’ gender stereotypes about EFL learning, and language attainment were mediated by self-efficacy. Self-efficacy also mediated the relationship between learner perceptions of teacher stereotypes of EFL learning and language attainment, but only for women. Language anxiety was not a mediator between gender stereotypes and attainment in either model tested. Conclusions: Findings show that gender stereotypes about EFL learning might affect learners’ language attainment by altering their self-efficacy. Helping learners to maximise their self-efficacy will therefore be beneficial for their language attainment.

Item Type: Article
Additional Information: Acknowledgements: This research was funded via a PhD studentship from Edge Hill University. We would like to thank the editor and the two anonymous reviewers for their helpful comments and suggestions on the earlier versions of this article. We would also like to thank the participants and their teachers who made this research possible.
Uncontrolled Keywords: foreign language learning,foreign language anxiety,gender stereotypes,language attainment,self-efficacy,education,developmental and educational psychology ,/dk/atira/pure/subjectarea/asjc/3300/3304
Faculty \ School: Faculty of Social Sciences > School of Education and Lifelong Learning
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Depositing User: LivePure Connector
Date Deposited: 01 Mar 2022 10:30
Last Modified: 26 Apr 2022 15:30
URI: https://ueaeprints.uea.ac.uk/id/eprint/83792
DOI: 10.1111/bjep.12446

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