The effects of the self efficacy beliefs of high school students about English on their English performance due to gender, range and grade

The aim of this study is to explain whether the self efficacy beliefs of students about Englishhave effect on their English performance due to gender, range and grade.The study group of research is consisted of 317 English as a foreign language learnerstudents, who are in the 9th and 10th grades of 50.Yıl Tahran High School in stanbul. Todetermine the self efficacy levels of students, ?Self Efficacy Scale? ; which is stated at themotivational part of ?Learning Based Motivational Strategies Scale? , of which developed byPintrich and De Groot (1990); is used. To determine the students performance level, theirEnglish lesson marks in 2005-2006 second term are taken into account. To analyze theresearch datum, Pearson Correlation Analyze and Basic Regression Analyze methods areused.In the end of the research, it was seen that high school students? self efficacy beliefs havemeaningful effect on their English performance. Self efficacy belief effects Englishperformance for both males and females. Outcomes showed that; for English performance;female students? self efficacy beliefs are more effective than male students?. Both for theTurkish-Maths (T-M) and Science-Maths (F-M) ranges; self efficacy belief is a meaningfulfactor to explain the English performance. Outcomes showed that; to explain the Englishperformance; T-M class students? self efficacy beliefs are more effective than F-M classstudents?. Lastly; it is apparent that self efficacy belief is a meaningful factor to explain theEnglish performance of both 9th and 10th grade students of high school. Outcomes showedthat; to explain the English performance; high school 9th grade students? self efficacy beliefsare more effective than high school 10th grade students?.Keywords: Self efficacy, English performance, gender, range, grade