Investigation of the relationship between Turkish self-efficacy perception and English self-efficacy belief of secondary school students (Afyonkarahisar sample)

This study aims to investigate the relationship between secondary school students' perceptions of Turkish course self-efficacy and their English self-efficacy beliefs. The study was designed with the relational screening model of the quantitative research designs. The data of the study were collected using the Turkish lesson self-efficacy perception scale developed by Durukan and Maden (2012) and the English self-efficacy belief scale prepared by Yanar and Bümer (2012). Descriptive Statistics, Independent Samples T Test, Pearson Moment Multiplication Correlation, Two Way Analysis of Variance, Anova, Scheffe and LSD tests were used to analyze the data. As a result of the research, it was determined that secondary school students' self-efficacy perception levels in Turkish lessons were high. While it was determined that the Turkish lesson self-efficacy perceptions of secondary school students differed significantly according to gender, grade level, achievement grades, father education status, time spent with technological tools and keeping a diary; no significant difference was found according to the mother's education level variable. It has been determined that secondary school students' English self-efficacy beliefs are at a moderate level. In this context, it was determined that the English self-efficacy beliefs of secondary school students differed significantly according to the variables of gender, grade level, achievement grade, parental education status, and the time they spent using technological tools; no significant difference could be determined according to the variable of keeping a diary. It has been revealed that there is a positive and significant relationship close to the middle level between the Turkish course self-efficacy perceptions of secondary school students and their English self-efficacy beliefs. A significant relationship was found in the groups formed according to the secondary school students' perceptions of Turkish lesson self-efficacy and English self-efficacy beliefs according to gender, grade level, achievement grade, parental education status, time spent with technological tools, and keeping a diary. A significant difference was found in terms of Turkish course self-efficacy perceptions of the students participating in the study compared to their English self-efficacy beliefs. While it was seen that secondary school students' grade level, achievement grade and Turkish course self-efficacy perception variables affected secondary school students' English self-efficacy beliefs; It was seen that the educational status of parents, time spent using technological tools, keeping a diary and Turkish lesson self-efficacy perception variables did not affect the English self-efficacy beliefs of secondary school students.