[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594036-105":59,"doc-detail-594036-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","irish-language-self-efficacy-beliefs-mediators-of-performance-and-resources","Irish language self-efficacy beliefs: Mediators of performance and resources","","Self-efficacy, understood as task-specific beliefs enabling control and action during language learning, supports the self-regulatory capacity needed for successful acquisition and performance. This study examines how Irish language self-efficacy beliefs influence performance and the resources allocated by Irish adults (N=450) on a reading test. Across two phases, feedback manipulations produced strong effects: low performers receiving positive false inflated results improved performance and increased time on task, while high performers receiving negative false deflated results decreased both.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/irish-language-self-efficacy-beliefs-mediators-of-performance-and-resources/594036/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/irish-language-self-efficacy-beliefs-mediators-of-performance-and-resources/594036.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the study’s main aim regarding Irish language self-efficacy?","Question",{"text":112,"@type":113},"To determine how Irish language self-efficacy beliefs affect adults’ performance and the resources they allocate on an Irish reading test.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were participants grouped for the analysis?",{"text":117,"@type":113},"Over two testing phases, participants were divided based on phase-one results into a control group, a high-performer group, and a low-performer group.",{"name":119,"@type":110,"acceptedAnswer":120},"What interventions were used to influence performance and resources?",{"text":121,"@type":113},"Manipulated comparative feedback and false results were used; low performers received falsely inflated positive feedback, while high performers received falsely deflated negative feedback.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594036,1792726659,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","103  \n\n| |  |\n| --- | --- |\n| Australian Journal ofApplied Linguistics, 4 (3), 103–118 (2021) [https://doi.org/10.29140/ajal.v4n3.526](https://doi.org/10.29140/ajal.v4n3.526) |  |\n| Irish language self-efficacy beliefs: Mediators of performance and resources | |\n| SHANE BARRY\u003Cbr>Mary Immaculate College, IRELAND [shanebarry81@gmail.com](shanebarry81@gmail.com) |  |\n| Abstract\u003Cbr>Self-efficacy, the system of beliefs that individuals possess which enables them to exercise control and actions when faced with a specific task, is an essential component to language learning, as it has the potential to promote the self-regulatory capacity required for successful language acquisition and performance. One way in which self-efficacy mediates language learning is exhibited in how individuals dedicate resources such as effort and time to overcoming tasks. The aim of this study was to determine the influence of Irish language self-efficacy beliefs on performance and resources allocated by Irish adults (N=450) on an Irish language reading test. Over two testing phases, three groups were formed based on results in phase one: a control group; a group of high performers; and a group of low performers. Manipulated comparative feedback and false results produced highly significant effects on performance and resources allocated, with low performing participants receiving a positive intervention consisting of false inflated results, leading to improved performance and increased time dedicated to task completion. High performers who received a negative intervention consisting of falsely deflated results saw a significant decrease in performance and the time allocated post-manipulation. The control group also saw a decrease in average performance scores, making the low performing group’s performance even more noteworthy. Overall, findings show that self-efficacy beliefs, though initially closely aligned with actual performance, can in fact be manipulated to influence performance outcomes.\u003Cbr>Keywords: self-efficacy, Irish language, manipulation, minority languages, perceptions |  |\n| Introduction\u003Cbr>The Irish language is a compulsory school subject in Ireland, with the majority of adults having experienced over 2,300 hours of formal, classroom tuition by the time they complete the full education cycle, at age 17 or 18 years (Ó Laoire, 2005) . Despite this amount of exposure, over 60% of the adult population self-declare as having no speaking ability – the only metric used to measure Irish language competence in the Census of Population (CSO, 2018) . A single question lacks the |  |\n\nCopyright: © 2021 Shane Barry. This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial 4. 0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.  \nData Availability Statement: All relevant data are within this paper.  \nnuanced gradations required for determining the multi-faceted skills required for language competence. Census data trends reveal self-declarations in Irish language abilities to be stable, only demonstrating very slight fluctuations in the number of self-declared Irish speakers recorded every five years. Self-efficacy, which looks at perceptions of abilities at a task-specific level, may provide amore appropriate approach to assessing language abilities that is lacking in the State’s current approach to gathering Irish language data. Furthermore, if self-efficacy interventions prove significant, then there may be opportunities to demonstrate to self-assessed non-speakers of Irish that perceptions of Irish language loss may be mis-calibrated. To date investigations into Irish language self-efficacy, and its mediating influence of performance have been very limited, and confined to qualitative studies (Barry, 2020) . The only research into Irish self-assessment and task alignment related to Irish language ","cbCairnMunPcIEOg","https://ap.wps.com/l/cbCairnMunPcIEOg","pdf",255639,16,"English","# Abstract\n# Introduction\n# Literature Review\n## Self-efficacy","[{\"question\":\"What was the study’s main aim regarding Irish language self-efficacy?\",\"answer\":\"To determine how Irish language self-efficacy beliefs affect adults’ performance and the resources they allocate on an Irish reading test.\"},{\"question\":\"How were participants grouped for the analysis?\",\"answer\":\"Over two testing phases, participants were divided based on phase-one results into a control group, a high-performer group, and a low-performer group.\"},{\"question\":\"What interventions were used to influence performance and resources?\",\"answer\":\"Manipulated comparative feedback and false results were used; low performers received falsely inflated positive feedback, while high performers received falsely deflated negative feedback.\"}]","Irish language self-efficacy beliefs: Mediators of performance and resources | PDF",1792078416]