| dc.description.abstract | The vast majority of adults that have received their education in Ireland undertake compulsory Irish for around 13 years. However, over 60% of adults claim to have no Irish speaking ability (CSO, 2018). This study seeks to assess the relationship between Irish language self-efficacy beliefs and performance on an Irish language proficiency test. Self-efficacy represents a task-specific, self-assessment of skills in a specific domain. Utilising a quasi-experimental, quantitative research design, an Irish language proficiency test and suite of self-efficacy scales were created and administered via an online survey platform. 1,501 participants completed the full manipulation study. Based on results at phase 1, participants were auto assigned to groups and an intervention was administered. Performers with low results were provided false, inflated results and efficacy-raising feedback. High performers were provided false, deflated results and efficacy-lowering feedback. A control group was presented with actual results. Phase 2 testing revealed that sources of self-efficacy could be manipulated to significantly affect Irish language performance with low performers improving average performance by almost 30%. Self-efficacy ratings, were significantly reduced in the high performing group upon receiving the negative intervention. Self-efficacy revealed itself as a more robust predictor of performance than a single Irish skills-based question such as that employed in the Census of Population. | en_US |
