Personality Type and Self-Efficacy Domain of Iranian Senior High School EFL Learners: With an Account of Gender Differences

Personality types and self-efficacy domains of Iranian senior high school EFL learners with the focus on gender differences were explored in this study. The study was conducted to shed light on needs assessments used to identify learner individual differences due to the rise of mixed-ability classrooms. Further, it sought to identify the most and the least dominant personality types and self-efficacy domains between the target population. The Big Five Personality Types survey, developed by Goleman (1992), was used to identify the personality type of each participant: openness, conscientiousness, extroversion, agreeableness, or neuroticism. The Self-Efficacy Questionnaire for Adolescence/Children (SEQ-C), developed by Muris (2001), was used to identify the self-efficacy domain for each participant: academic, social, or emotional. To this end, 100 Iranian senior high school EFL learners (50 males and 50 females) with the age range from 14 to 18 were randomly selected through four different high schools during the 2023-2024 academic year. The descriptive statistics, chi-square test and Phi/Cramer's V statistic test were used to analyze the data. The results demonstrated a moderate-to-strong relationship between gender and personality types as well as a moderate relationship between gender and self-efficacy. Moreover, the results indicated that the male and female participants were significantly different in terms of their personality types and self-efficacy domains. Notably, males tended towards neuroticism, while females recorded openness to experience as their dominant personality type profile. Furthermore, academic self-efficacy emerged as the most dominant domain, with emotional self-efficacy as the least dominant domain for both genders. Overall, participants exhibited a medium level of self-efficacy. The study concluded with valuable pedagogical implications for teachers, learners and the educational authorities.

کلیدواژه ها:

EFL Learners ، Gender ، Personality Types ، Self-efficacy Domains