Arabic-English Bilingual Speakers’ Reactions to the Statements of the New General Self-Efficacy Scale

By Khadija El Alaoui, Huda Mulhem, Maura A. E. Pilotti, Aamir Aamir and Ebtesam Ahmad Tallouzi.

Published by The International Journal of Learner Diversity and Identities

Format Price
Article: Print $US10.00
Published online: June 27, 2017 $US5.00

General self-efficacy scales are used to measure the extent to which individuals possess a general sense of mastery that is not tied to a specific situation or behavior. The aim of the present study is to assess whether Arabic-English bilingual speakers’ reactions to a self-efficacy scale are sensitive to the language in which the scale is written and whether differences can be traced to cultural mindsets reflecting speakers’ separate identities. 302 female students residing in the Eastern Province of the Kingdom of Saudi Arabia completed the New General Self-Efficacy (NGSE) scale, reported their thoughts, and evaluated the valence and intensity of their emotive reactions to each of its items. The English version of the NGSE produced higher self-efficacy scores than the Arabic version. For the English version, higher self-efficacy scores were related to more positive emotions, whereas for the Arabic version, higher self-efficacy scores were related to less positive emotions. The Arabic version elicited not only more elaborate reactions, but also fewer expressions of self-confidence than the English version. It also elicited more faith-based reactions and general reflections about people’s confidence than the English version. The current data question the notion that scales originally developed for an audience whose values reflect an individualistic culture can be easily adapted to a different culture.

Keywords: Self-Efficacy, Translation, Identity, Bilingual Speakers

The International Journal of Learner Diversity and Identities, Volume 24, Issue 2, pp.21-38. Article: Print (Spiral Bound). Published online: June 27, 2017 (Article: Electronic (PDF File; 488.676KB)).

Khadija El Alaoui

Assistant Professor, Department of Humanities and Social Sciences, Prince Mohammad Bin Fahd University, Al Khobar, Eastern Province, Saudi Arabia

Huda Mulhem

Assistant Professor, Department of Humanities and Social Sciences, Prince Mohammad Bin Fahd University, Al Khobar, Eastern Province, Saudi Arabia

Maura A. E. Pilotti

Assistant Professor, Department of Humanities and Social Sciences, Prince Mohammad Bin Fahd University, Al Khobar, Eastern Province, Saudi Arabia

Aamir Aamir

Assistant Professor, Department of Humanities and Social Sciences, Prince Mohammad Bin Fahd University, Al Khobar, Eastern Province, Saudi Arabia

Ebtesam Ahmad Tallouzi

Instructor, Department of Humanities and Social Sciences, Prince Mohammad Bin Fahd University, Al Khobar, Eastern Province, Saudi Arabia