EFL Students' Psychological Well-Being in Learning across Different Epistemic Beliefs Levels
Keywords:
EFL students, epistemic beliefs,, psychological well-being
Abstract
Epistemic beliefs of English language learning (EFL) learners are one of the factors that have increased awareness among people due to their pivotal role in influencing students' success and learning strategies and behaviors. The current study aims to compare the two variables above and thus investigate EFL university students' psychological well-being across different levels of Epistemic Beliefs. This quantitative study uses an independent sample T-test to determine the mean difference between two independent groups, which are the psychological well-being (henceforth, PWB) and epistemic beliefs of EFL students. The data was gathered by delivering online questionnaires via Google Forms to 96 students from a reputable university in East Java, Indonesia, majoring in English language education. The results indicate that there is no difference in the psychological and emotional well-being of students in the study area among different levels of epistemic beliefs (i.e., sophisticated and simple). According to the findings, investigating students' epistemic beliefs can provide insights into their educational engagement and well-being when studying. It is found that the PWB of different epistemic beliefs of Indonesian EFL learners is not that significant, and it is implied that epistemic beliefs are a spectrum that can be influenced by other aspects, such as cultural facets.
References
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Khine, M. S., Fraser, B. J., & Afari, E. (2020). Structural relationships between learning environments and students’ non-cognitive outcomes: Secondary analysis of PISA data. Learning Environments Research, 23, 395–412.
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Karakolidis, A., Pitsia, V., & Emvalotis, A. (2019). The case of high motivation and low achievement in science: What is the role of students’ epistemic beliefs? International Journal of Science Education, 41(11), 1457–1474.
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Rahmiati, I.I. & Emaliana, I. (2019). EFL Students' Online Learning: Epistemic Beliefs Determine Learning Strategies. Journal on Education of English as Foreign Language, Volume 2 No. 2.
Rahmiati, I. I., & Emaliana, I. (2020). Efl students'online learning: epistemic beliefs determine learning strategies. EducafL: Journal of Education of English as Foreign Language, 2(2), 86-94.
Ryff, C. D., Almeida, D. M., Ayanian, J. S., Carr, D. S., Cleary, P. D., Coe, C.,Williams, D. (2010). National Survey of Midlife Development in the United States (MIDUS II), 2004-2006: Documentation of psychosocial constructs and composite variables in MIDUS II Project 1. Ann Arbor, MI: Inter-university Consortium for Political and Social Research.
Ryff, C. D., & Keyes, C. L. M. (1995). The structure of psychological well-being revisited.
Journal of Personality and Social Psychology, 69(4), 719–727.
Şengöz, M. (2020). The Correlation Between Hierarchical Authority And Knowledge Authority, 957-967. https://doi.org/10.47994/USBAD.708248.
Schommer, M. (2019). An emerging conceptualization of epistemological beliefs and their role in learning. In Beliefs about text and instruction with text (pp. 25-40). Routledge.
Sheehy, K., & Rofiah, K. (2021). Online Higher Education: The Importance of Students’ Epistemological Beliefs, Well-Being, and Fun. IAFOR Journal of Education-Studies in Education: Sustainable Education for the Future, 9(6), 9-30.
Turashvili, T., & Japaridze, M. (2012). Psychological well-being and its relation to academic performance of students in Georgian context. Problems of Education in the 21st Century, 49, 73.
Wulandari Tasik, S. (2020). Exploring the Role of University Students’ Online Self-Regulated Learning Across Different Epistemic Beliefs Levels. Education of English as Foreign Language, 3(2), 65–72. https://doi.org/10.21776/ub.educafl.2020.003.02.01
Bernholt, A., Lindfors, M., & Winberg, M. (2021). Students’ epistemic beliefs in Sweden and Germany and their interrelations with classroom characteristics. Scandinavian Journal of Educational Research, 65(1), 54-70.
Böke, B., Mills, D., Mettler, J., & Heath, N. (2019). Stress and Coping Patterns of University Students. Journal of College Student Development, 60, 103 - 85. https://doi.org/10.1353/csd.2019.0005.
Chan, K. W., & Elliott, R. G. (2004). Epistemological beliefs across cultures: Critique and analysis of beliefs structure studies. Educational Psychology, 24(2), 123-142.
Chattu, V., Sahu, P., Seedial, N., Seecharan, G., Seepersad, A., Seunarine, M., Sieunarine, S., Seymour, K., Simboo, S., & Singh, A. (2020). Subjective Well-Being and Its Relation to Academic Performance among Students in Medicine, Dentistry, and Other Health Professions. Education Sciences. https://doi.org/10.3390/educsci10090224.
Çuhadaroğlu, A. (2021). The relationship between gender role attitudes and epistemological beliefs of university students. European Journal of Education Studies, 8(4).
Dandotkar, S., Cruz, L. E., Stowell, J. R., & Britt, M. A. (2022). Knowing about knowing: Assessing how reflective writing influences undergraduate students’ epistemic beliefs. Journal of Effective Teaching in Higher Education, 5(1), 1-17.
Delijar, R., & Emaliana, I. (2021). Simple Vs Sophisticated Epistemic Beliefs an Initial Step to Develop Seminar on ELT Course Material. Jurnal Ilmiah Bahasa dan Sastra, 8(1), 12-21.
Emaliana, I. (2017). Correlation between EFL epistemic beliefs and English language proficiency among Indonesian EFL students (Doctoral dissertation, Universitas Negeri Malang).
Emaliana, I. (2019). The Role of Epistemic Beliefs in Promoting Critical Thinking for Autonomous Learning. The 3rd International Language and Tourism Conference, Malaysia, 299-307
Gil-Madrona, P., Hinojosa, L., Pérez-Segura, J., Sáez-Sánchez, M., & Poblete, G. (2020). Scale of Pedagogical Authority Meanings in the classroom (ESAPA) for Ibero-America built on the opinions of teaching students. Teaching and Teacher Education, 93, 103079. https://doi.org/10.1016/j.tate.2020.103079.
Goodman, L. (2017). Mental health on university campuses and the needs of students they seek to serve. Building Healthy Academic Communities Journal, 1(2), 31-44.
Huang, C. L., Wu, C., & Yang, S. C. (2023). How Students View Online Knowledge: Epistemic Beliefs, Self-Regulated Learning and Academic Misconduct. Computers & Education, 200, 104796.
Hofer, B. K, & Pintrich, P. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88-140.
Isbilir, E., Çakıroğlu, J., & Ertepınar, H. (2014). Pre-Service Science Teachers' Written Argumentation Qualities: From the Perspectives of Socio- Scientific Issues, Epistemic Belief Levels and Online Discussion Environment. Eurasia Journal of Mathematics, Science and Technology Education, 10, 371-381.
Khine, M. S., Fraser, B. J., & Afari, E. (2020). Structural relationships between learning environments and students’ non-cognitive outcomes: Secondary analysis of PISA data. Learning Environments Research, 23, 395–412.
She, H. C., Lin, H. S., & Huang, L. Y. (2019). Reflections on and implications of the Programme for International Student Assessment 2015 (PISA 2015) performance of students in Taiwan: The role of epistemic beliefs about science in scientific literacy. Journal of Research in Science Teaching, 56(10), 1309–1340.
Karakolidis, A., Pitsia, V., & Emvalotis, A. (2019). The case of high motivation and low achievement in science: What is the role of students’ epistemic beliefs? International Journal of Science Education, 41(11), 1457–1474.
Merk, S., Rosman, T., Muis, K., Kelava, A., & Bohl, T. (2018). Topic specific epistemic beliefs: Extending the Theory of Integrated Domains in Personal Epistemology. Learning and Instruction. https://doi.org/10.1016/J.Learninstruc.2018.04.008.
Muganga, L., & Ssenkusu, P. (2019). Teacher-Centered vs. Student-Centered. Cultural and Pedagogical Inquiry. https://doi.org/10.18733/cpi29481.
Rahmiati, I.I. & Emaliana, I. (2019). EFL Students' Online Learning: Epistemic Beliefs Determine Learning Strategies. Journal on Education of English as Foreign Language, Volume 2 No. 2.
Rahmiati, I. I., & Emaliana, I. (2020). Efl students'online learning: epistemic beliefs determine learning strategies. EducafL: Journal of Education of English as Foreign Language, 2(2), 86-94.
Ryff, C. D., Almeida, D. M., Ayanian, J. S., Carr, D. S., Cleary, P. D., Coe, C.,Williams, D. (2010). National Survey of Midlife Development in the United States (MIDUS II), 2004-2006: Documentation of psychosocial constructs and composite variables in MIDUS II Project 1. Ann Arbor, MI: Inter-university Consortium for Political and Social Research.
Ryff, C. D., & Keyes, C. L. M. (1995). The structure of psychological well-being revisited.
Journal of Personality and Social Psychology, 69(4), 719–727.
Şengöz, M. (2020). The Correlation Between Hierarchical Authority And Knowledge Authority, 957-967. https://doi.org/10.47994/USBAD.708248.
Schommer, M. (2019). An emerging conceptualization of epistemological beliefs and their role in learning. In Beliefs about text and instruction with text (pp. 25-40). Routledge.
Sheehy, K., & Rofiah, K. (2021). Online Higher Education: The Importance of Students’ Epistemological Beliefs, Well-Being, and Fun. IAFOR Journal of Education-Studies in Education: Sustainable Education for the Future, 9(6), 9-30.
Turashvili, T., & Japaridze, M. (2012). Psychological well-being and its relation to academic performance of students in Georgian context. Problems of Education in the 21st Century, 49, 73.
Wulandari Tasik, S. (2020). Exploring the Role of University Students’ Online Self-Regulated Learning Across Different Epistemic Beliefs Levels. Education of English as Foreign Language, 3(2), 65–72. https://doi.org/10.21776/ub.educafl.2020.003.02.01
Published
2023-11-01
How to Cite
Listyadi, T., Emaliana, I., Lintangsari, A., & Kusumawardani, I. (2023). EFL Students’ Psychological Well-Being in Learning across Different Epistemic Beliefs Levels. Indonesian Journal of EFL and Linguistics, 8(2), 355-365. https://doi.org/10.21462/ijefl.v8i2.702
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Articles
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