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Perfectionism and English Learners’ Self-efficacy

Islam M. Farag


The purpose of this study is to examine the relationship between students’ English selfefficacy and the three types of perfectionism (adaptive, maladaptive, and non-perfectionists). A sample of 114 high-intermediate and advanced ESL students completed two self-reported surveys: the Questionnaire of English Self-Efficacy (QESE) scale and the Revised Almost Perfect Scale (APS-R). Pearson correlation, the hierarchical cluster analysis, MANOVA, and independent samples t-test were run. The main results showed that the total English self-efficacy scale and its four subscales correlated significantly with the Order and High Standards subscales. However, the Discrepancy subscale did not significantly correlate with the total English self-efficacy scale or with any of the four selfefficacy subscales. In addition, there was a significant main effect for perfectionism on students’ English self-efficacy: adaptive perfectionists scored higher than both maladaptive perfectionists and non-perfectionists while the non-perfectionists scored the lowest. However, there was not any significant interaction between English levels and perfectionism.


Adaptive perfectionism; English as a second or foreign language; English self-efficacy; Maladaptive perfectionism; Non-perfectionism.

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DOI: https://doi.org/10.7358/ecps-2020-021-fara

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Journal of Educational, Cultural and Psychological Studies (ECPS)
Registered by Tribunale di Milano (19/05/2010 n. 278)
Online ISSN 2037-7924 - Print ISSN 2037-7932

Research Laboratory on Didactics and Evaluation - Department of Education - "Roma Tre" University

Executive Editor: Gaetano Domenici - Managing  Editor: Valeria Biasci
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