Learning Self-Efficacy, Regulation, and Resilience among English-Majored Students in the Vietnamese Context

Self-efficacy, regulation, and resilience are crucial in the general learning process across disciplines and settings. These three factors were explored in past research worldwide, but their correlations have yet to be investigated sufficiently among English-majored students in the current Vietnam context. Thus, the present study aimed to tap into these three factors by seeking answers to the guiding questions of what target students’ levels of learning self-efficacy, regulation, and resilience were, and what possible correlations between the three factors were. For data collection, 400 English-majored students took part in a questionnaire survey. These students included four groups of first-year students, sophomores, juniors, and seniors from a university in Vietnam. Then, metric data analyses show that students’ learning self-efficacy and regulation were at the upper-average level, while their resilience was at the high level. In addition, learning self-efficacy appeared to have positive correlations with the other two factors. However, learning self-efficacy levels found in the present study did not significantly differ among the four groups of first-year students, sophomores, juniors, and seniors. These findings provide more insights into the three factors, pedagogical implications, and further inquiries into the topic under discussion.