همایش ملی مطالعات علوم تربیتی و رهبری آموزش در قرن 21

صفحه اصلی / اولین همایش ملی مطالعات علوم تربیتی و رهبری آموزش در قرن 21

The Impact of School Psychological Capital on L2 Achievement: A Gender-Based Analysis of Iraqi High School Students

نویسندگان :

شهیاد محمدنیاافروزی¹ Hameed Mawlood Hameed Hameed Mawlood Hameed²

1- دانشگاه آزاد اسلامی بابل 2- دانشگاه آزاد اسلامی واحدخوراسگان

کلمات کلیدی :

Gender Differences,,،, High School Students،School Psychological Capital،L2 Achievement

چکیده :

Abstract This study was to intended to investigate the relationship between school psychological capital and Iraqi high school students' L2 achievement and to examine whether there were any gender differences in the relationship between school psychological capital and L2 achievement among Iraqi high school students. Furthermore, the study sought to explore how Iraqi EFL learners' personal experiences and perceptions were related to their school psychological capital and L2 achievement. The study employed a descriptive-correlational research design. The participants, consisting of 350 male and female Iraqi high school students, were selected through convenience sampling. The School Psychological Capital Questionnaire and semi-structured interviews were used to collect data. Additionally, participants' English final term scores were obtained. The questionnaire administration took approximately 15 minutes, followed by 15-minute interviews with 50 participants. The collected data were transcribed and analyzed comparatively to explore the potential relationship between school psychological capital and students' L2 achievement, considering their previous term scores in English. Permission was obtained from school principals, institute managers, and the Iraq Institutional Review Board to access participants' previous term scores. Confidentiality and ethical guidelines were strictly followed. The findings revealed a positive association between higher levels of school psychological capital and better language achievement among the participants. Moreover, it was found that the impact of school psychological capital on Iraqi high school students' L2 achievement does not differ based on gender. The study identified several themes emphasizing the importance of supportive teachers, personal effort, a conducive learning environment, addressing challenges, and fostering peer interactions to enhance students' psychological capital and optimize their language learning outcomes. The study highlights the significance of personal effort and persistence in language learning. Keywords: Gender Differences, High School Students, L2 Achievement, School Psychological Capital