Abstract:

This study aims to determine whether there is a difference in the listening anxiety and academic self-efficacy beliefs of secondary school students in terms of gender, grade level, educational status of the mother and the father variables and the correlation between listening anxieties and academic self-efficacies of the students. In the study, non-random sampling method in relational method was used as the research method. The study was conducted on 504 students, 258 females and 246 males in ten different secondary schools from Sivas province centre in 2016-2017 academic years during spring semester.  The "Listening Anxiety Scale for Secondary School Students" developed Melanlıoğlu (2013) was used to determine the listening anxiety levels of students. The reliability of the scale is .93. The scale consists of five sub-dimensions: listening assessment, listening process monitoring, individual differences in listening, focus after listening and listening obstacles. The "Academic Self-Efficacy Scale" as the subscale of the "Self-Efficacy Scale for Students" adapted by Telef and Karaca (2012) developed by Muris (2001) was used in order to determine the academic self-efficacy of the students. The reliability of the scale is .86. In the data analysis, arithmetic average, percentage, T-test, Anova, LSD and Pearson correlation analysis techniques were used to analyse the data about the study. When the findings obtained were analysed, it was determined that the students' listening anxiety differed significantly according to gender, class, mother education status variables; the students' academic self-efficacy differed significantly according to gender, class, mother education status and father education status variables. According to the correlation results of students’ academic self-efficacy and listening anxiety total scores were found out to be moderate and in negative way (-.39).

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