‫وزارةالتعليم العالي والبحث العلمي‬

MINISTÈRE DE L’ENSEIGNEMENT SUPERIEUR ET DE LA RECHERCHE SCIENTIFIQUE

ⴰⵖⵍⵉⴼⵏⵓⵙⴻⵍⵎⴻⴸⵓⵏⵏⵉⴴⴴⵓⵏⴰⴸⵉⵓⵙⵏⴰⵏ
ⵝⴰⵙⴸⴰⵡⵉⵝⵏⵍⵎⵓⵍⵓⴸⴰⵝⵎⵄⴻⵎⵎⴻⵕⵏⵝⵉⵣⵉⵓⵣⵣⵓ
ⵝⴰⵣⴻⴷⴷⴰⵢⵝⵏⵜⵙⴻⴿⵍⵉⵡⵉⵏⴸⵝⵓⵝⵍⴰⵢⵉⵏ
MOULOUD MAMMERI UNIVERSITY OF TIZI-OUZOU ‫تيزي وزو‬- ‫جامعة مولود معمري‬
FACULTY OF LETTERS & LANGUAGES ‫كلية اآلداب واللغات‬
DEPARTMENT OF ENGLISH ‫قسم اإلنجليزية‬

Item Number: ……………

Serial Number: ……………

A Dissertation Submitted in Partial Fulfillment of the Requirements for

the Degree of Master in English

FIELD: Foreign Languages

SUBJECT: English Language
SPECIALITY: Didactics of Foreign Languages

Title

Exploring Students’ and Teachers’ Views on the Impact of

Self-belief on the Dissertation Journey in the Department
of English at the University of Tizi-Ouzou

Presented by: Supervised by:

- Ms. Tinhinane MEZIANI - Dr. Katia BERBAR
- Ms. Ilham MESSAOUDI

Board of Examiners :

Chair: Dr. Youcef HATEM, MCB, University of Tizi-Ouzou

Supervisor: Dr. Katia BERBAR, MCA, University of Tizi-Ouzou
Examiner: Mr. Hakim ZERKA, MAA, University of Tizi-Ouzou

June, 2024
 I

Dedications

A special feeling of gratitude to my dear parents, sisters, family, close friends, and binomial.

Tinhinane

To my beloved parents, sisters, brother, friends, binomial, and two cats. Your support has

been my guiding light throughout this journey.

Ilham
 II

Acknowledgments

We would like to express our thanks to our supervisor Dr. Berbar Katia, for her

guidance, advice, patience, and feedback throughout the preparation of this dissertation. It

was a pleasure to work under her supervision.

We are deeply thankful to Mr. Aouine, for his encouragement, support, and insightful

comments. And to Dr. Ammour for her precious help.

We are appreciative of Master 2 students and teachers in the department of English at

the University of Tizi-Ouzou for their collaboration. Without their participation, this

dissertation would have never reached completion.

We extend our thanks to the board of examiners for their willingness to read and

examine this dissertation. Their feedback and insightful comments are essential to ensure the

quality and integrity of our work.

Special thanks go to everyone who contributed and made our dissertation journey

memorable.
 III

Abstract

The present study explored teachers’ and students’ views on the impact of self-belief on the

dissertation journey, taking the Department of English at the University of Tizi- Ouzou as a

case study. It aimed to investigate and understand the perspectives of both Master 2 students

and dissertation supervisors regarding the impact of self-belief on the dissertation journey,

using Bandura’s Reciprocal Determinism framework (1977) within his Social Cognitive

Theory as a theoretical foundation. It also attempted to identify the factors that contribute to

the development and maintenance of students’ self-belief during the dissertation process.

Moreover, it endeavoured to uncover the strategies students and teachers use to enhance self-

belief throughout this dissertation journey. To achieve these aims, a mixed- methods approach

was employed, combining both quantitative and qualitative methods of data collection and

analysis. To collect quantitative data, an online questionnaire was designed using Google

Forms and distributed to Master 2 students; the collected data were analyzed using descriptive

statistics. In addition, qualitative data were collected relying on interviews conducted face-to-

face and via email with teachers or dissertation supervisors, and analyzed using Qualitative

Content Analysis (QCA). The results revealed that self-belief has a significant positive impact

on Master 2 students during the preparation of their dissertations, highlighting various factors

influencing self-belief according to both students and teachers. Moreover, the findings

exposed diverse strategies recommended by the study participants to enhance self-belief

throughout the dissertation process. This study provided insights into how self-belief affects

the dissertation process and suggested future research directions.

Keywords: dissertation journey, self-belief, social cognitive theory, students’ and teachers’

views.
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List of Abbreviations

APA: American Psychology Association

EFL: English as a Foreign Language

MMUTO: Mouloud Mammeri University of Tizi-Ouzou

PhD: Doctor of Philosophy

QCA: Qualitative Content Analysis

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List of Tables

Table1. Main Challenges Impacting Self-belief in the Dissertation Journey 33

Table2. Factors Contributing to the Enhancement Self-belief during the Dissertation Journey

34

Table 3: Strategies to Develop and Maintain Self-belief throughout the Dissertation

Journey 39

Table 4: Teacher and University Strategies to Foster Self-belief in the Dissertation

Journey 40
 VI

List of Diagrams

Diagram1. Students’ Gender 26

Diagram2. Students’ Area of Study 27

Diagram3. Students’ Overall Experience Working on their Dissertations 28

Diagram4. Students’ Views on the Role of Self-belief in their Academic Success 28

Diagram5. Students’ Self-belief Level while Working on their Dissertation 29

Diagram6. Self-belief Influence in Students’ Progress during the Dissertation Journey 30

Diagram7. Students’ Perceived Influence of High Self-Belief on Dissertation Progress 30

Diagram8. Students’ Perceived Impact of High Self-belief on Motivation and Commitmentin

Dissertation Completion 31

[Link]’ Perceived Impact of High Self-belief on Motivation and Commitmentin

Dissertation Completion 32

Diagram10. Students’ Perceptions on the Influence of Supervisor Feedback andGuidance on

Self-belief in the Dissertation Journey 35

Diagram11. Students’ Perceived Impact of Supervisor and Research Partner Relationships on

Self-belief in the Dissertation Journey 36

Diagram12. Students’ Perception of the Impact of the Working Environment on Self- belief

in the Dissertation Journey 36

Diagram13. Students’ Perception of the Impact of Time Dedication, Engagement, and

Persistence on Self-belief during the Dissertation Journey 37

 VII

[Link]’ Perception of the Impact of Research Methodology Skills and Writing

Abilities on Self-belief in the Dissertation Process 38

 VIII

Table of Contents

Dedications I

Acknowledgments II

Abstract III

List of Abbreviations IV

List of Diagrams V

List of Tables VI

Table of Contents VIII

General Introduction

Statement of the Problem 1

Aims and Significance of the Study 2

Research Questions and Hypotheses 3

Research Techniques and Methodology 4

Structure of the Dissertation 4

Chapter One: Review of the Literature

Introduction 6

[Link]-belief 6

[Link] of Self-belief 6

I.1.2. Self-belief and the Related Constructs of Self-efficacy and Self- confidence 7

I.1.3. The Importance of Self-belief in the Language Learning Process 7

I.1.4. The Relationship between Self-belief and Academic Performance 8

I.2. Self-belief in the Dissertation Journey 9

I.2.1. Significance of Self-belief in the Dissertation Journey 9

I.2.2. Factors Influencing Self-belief in the Dissertation Journey 10

I.2.2.1. Motivation 10

I.2.2.2. Anxiety 11

I.2.2.3. Time Management 11

 IX

I.2.2.4. Feedback and Support 11

I.2.2.5. Procrastination 12

I.2.2.6. Writing Challenges 12

I.2.3. Students’ Strategies to Promote Self-belief in the Dissertation Context 13

I.2.4. Teacher’s or Supervisor’s Role in Fostering Students’ Self-belief during the

Dissertation Journey 14

I.3. Previous Studies on the Impact of Self-belief and the related Constructs of

Self-confidence and Self-efficacy on Students’ Learning 14

I.4. Theoretical Perspectives on Self-belief 16

I.4.1. Bandura’s Social Learning Theory 16

I.4.2. Social Cognitive Theory 16

I.4.3. Factors of Reciprocal Determinism within Bandura’s Theory 17

I.4.3.1. Personal Factors 17

I.4.3.2. Environmental Influences 18

I.4.3.3. Behaviour 18

Conclusion 19

Chapter Two: Research Design

Introduction 21

[Link] Research Method 21

[Link] Collection and Sample Population 21

II.3. Data Collection Instruments 22

[Link] 22

[Link] 23

[Link] Pilot Study 24

[Link] Analysis Procedures 24

[Link] Analysis 24

[Link] Content Analyses (QCA) 25

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Conclusion 25

Chapter Three: Presentation of the Findings

Introduction 26

[Link] of the Questionnaire Results 26

[Link] One: Personal Information 26

[Link] Two: Students’ Views on the Impact of Self-belief during the

Dissetation Journey 27

[Link] Three: Factors Affecting Students’ Self-belief during the Dissertation

Journey 31

[Link] Four: Strategies to Enhance Students' Self-belief during the Dissertation

Journey 38

III.2. Presentation of the Interview Results 41

Conclusion 47

Chapter Four: Discussion of the Findings

Introduction 49

[Link] of Students’ and Teachers’ Views Regarding the Impact of Self-belief on the
Dissertation Journey 49

IV.1.1 Discussion of Students’ Views 49

IV.1.2 Discussion of Teachers’ Views 51

IV.2 Discussion of the Factors Affecting Students’ Self-belief during the Dissertation

Journey 53

IV.2.1 Discussion of the Factors Identified by Master 2 Students 53

IV.2.2 Discussion of the Factors Recognized by Teachers 56

[Link] of the Strategies from Students and Teachers to Enhance Self-Belief During the
Dissertation Journey 58

IV.3.1 Discussion of the Strategies Provided by Master 2 Students 58

IV.3.2 Discussion of the Strategies Provided by Teachers 60

Conclusion 61
 XI

General Conclusion 63

References 66

Appendices

Appendix A Questionnaire for Master 2 Students

Appendix B Interview with Teachers

Appendix C Interview Transcripts

 1

Statement of the Problem

The dissertation is the last requirement for obtaining a master’s degree. It is one of the

most rewarding experiences a graduate student can have, but it is a challenging and

demanding process that requires students to be perseverant and resilient. Indeed, according to

Murray (2001), writing a dissertation “is a far bigger project than most students will ever have

undertaken before. It requires more independent study, more self-motivation” (p. 2). In

addition, composing a dissertation calls for self-belief.

Self-belief refers to the confidence and faith that a person has in himself and his

abilities. This belief in one’s skills, knowledge, and potential is crucial for succeeding in

various aspects of life, especially in the academic context, providing students the push and

motivation they need to succeed. Moreover, self-belief helps students overcome self-doubt

and fear of failure, allowing them to fully engage with their academic work. It helps to

navigate through the ups and down of the academic journey and stay focused on their goals.

Murray (2006) states that “if you are confident about something you don’t worry about its

outcomes; you just take for granted that it will go well” (p.53). A strong sense of self-belief

often leads to higher level of self efficacy, which is vital in educational endeavours. In his

book Self-efficacy: The Exercise of Control, Albert Bandura (1997) brought attention to the

significance of self-belief, which he referred to as self-efficacy. He argued that individuals

with high self efficacy tend to approach challenges with confidence, persistence, and a belief

in their abilities to succeed. Overall, self-belief is the key element for a successful academic

career.

Some studies have investigated the role of self belief in the academic context. One of

these studies Students’ Self-confidence during the COVID-19 Pandemic: The Case of Third-

year EFL Students in the Department of English at Mouloud Mammeri University of Tizi-

Ouzou which was conducted by Farid Bouhadad and Nawal Oukaci in 2022. The study
 2

explored students’ self-confidence during the COVID-19 pandemic. More specifically, it

examined teachers’ and students’ perceptions of the impact of the COVID-19 pandemic on

students’ self-confidence. The findings revealed that the pandemic did not impact students’

self-confidence, implying that their confidence levels remained constant prior to the pandemic

outbreak.

In the context of writing dissertations, Asma Arab and Fatna Abdelmalek (2018)

delved into Master 2 students’ anxiety in the preparation of their dissertations at Tlemcen

University, Students’ Anxiety in the Preparation of their Dissertation: Case of EFL Master II

Students at Tlemcen University. According to the findings, the majority of Master 2 students

experienced a certain level of anxiety. Various factors, such as lack of knowledge, lack of

confidence, fear of failure, time constraints, and discussion with supervisors, contributed to

students’ anxiety and negatively impacted their dissertation performance.

Previous research primarily focused on other psychological factors, like anxiety, that

could affect the dissertation journey or just investigated self-belief in other areas of research.

However, to our knowledge, no research has studied the impact of students’ self-belief on the

dissertation journey. EFL Master 2 students at the University of Tizi-Ouzou conduct research

and write a dissertation as a prerequisite for a master’s degree. This journey is challenging,

requiring students to manage their time and remain motivated and confident. The importance

of self-belief, or confidence in one’s own abilities, in the dissertation journey remains

relatively understudied. In addition, while teachers or supervisors play a crucial role in

helping and guiding students during their dissertation journey, there is a lack of research on

their perceptions of the role and impact of self-belief on the dissertation process. Therefore,

the main issue of this study is the necessity of exploring teachers’ and Master 2 students’

views on the impact of self-belief on the dissertation journey.

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Aims and Significance of the Study

This study aims to investigate and understand the views of both EFL Master 2 students

and teachers (supervisors) regarding the impact of self-belief on the dissertation journey,

using Banduras’ Social Cognitive Theory as a theoretical foundation. More specifically, the

study strives to determine how teachers and Master 2 students in the Department of English at

the University of Tizi-Ouzou view the role and impact of self-belief on the dissertation

journey. In addition, it attempts to identify the factors that contribute to the development and

maintenance of students’ self-belief during the dissertation process. Furthermore, it intends to

reveal the strategies students and teachers use to enhance self-belief throughout this journey.

This study is worth investigating since it examines how self-belief impacts the

dissertation journey and strives to understand how both students and teachers view this

influence. Moreover, it provides insights into the elements that lead to a successful

dissertation which is an advance to the field of education. This research can also inform

educational practices to enhance students’ self-belief.

Research Questions and Hypotheses

To achieve the stated objectives, the following research questions need to be answered:

1. How do teachers and master 2 students in the Department of English at the University of

Tizi-Ouzou view the impact of self-belief on the dissertation journey?

2. What factors contribute to the development and maintenance of students’ self-belief

during the dissertation process?

3. What strategies do teachers and Master 2 students use to enhance self-belief during the

dissertation journey?

To answer these questions, three hypotheses are suggested:

1. Teachers and Master 2 students in the Department of English at the University of Tizi-

Ouzou view that self-belief positively influences the dissertation journey.

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2. Factors like time management, supervisor’s support, and availability of resources

contribute to the development and maintenance of students’ self-belief during the dissertation

journey.

3. Teachers and Master 2 students use strategies, such as seeking and providing frequent and

constructive feedback, setting achievable goals, time management, and positive self-talk, to

enhance self-belief during the dissertation journey.

Research Techniques and Methodology

In order to reach the above-mentioned objectives, answer the research questions, and

test the study hypotheses, a mixed-method approach that combines quantitative and

qualitative methods of data collection and analysis is used. Quantitative data are collected

using an online questionnaire administered to seventy three Master 2 students in the

Department of English at the University of Tizi-Ouzou, whereas qualitative data are gathered

using face-to-face and email interviews conducted with eight teachers who have experience

supervising master’s dissertations. The quantitative data are analyzed using descriptive

statistics, such as percentages, and presented in diagrams and tables. The qualitative data are

analyzed using Qualitative Content Analysis (QCA), allowing for the identification of key

themes and patterns.

Structure of the Dissertation

The dissertation is structured following the traditional simple model, with four main

chapters in addition to a General Introduction and a General Conclusion. It begins with a

general introduction that provides an overview of the topic and includes the statement of the

problem, aims and significance of the study, research questions and hypotheses, research

techniques and methodology, and the structure of the dissertation. The first chapter, labelled

‘Review of the Literature’, is theoretical in nature. It identifies the key concepts related to our

research and presents the theoretical framework of the study. The second chapter is concerned
 5

with the ‘Research Design and Methodology’; it provides information about the procedures of

data collection and data analysis. The third chapter, ‘Presentation of the Findings’, presents

the results of the study, and includes the analysis of data gathered via questionnaire and

interview. The last chapter, ‘Discussion of the Findings’, is a discussion and interpretation of

the results. The dissertation ends with a general conclusion that summarizes the main study

findings, highlights the main limitations of the study, and suggests new areas for research.

The dissertation is structured and formatted following APA style dissertation guidelines,

including format for tables, diagrams, headings, and page numbers.

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Introduction

This chapter is concerned with the review of the literature related to this research. It is

divided into four sections. The first section defines self-belief, differentiates it from the

related concepts of self-efficacy and self-confidence, highlights the importance of self-belief

in the language learning process, and clarifies the relationship between self-belief and

academic performance. The second section is concerned with self-belief in the dissertation

journey. The third section deals with the review of the literature about the impact of self-

belief and the related constructs of self-confidence and self-efficacy on students’ learning.

Finally, the fourth section is devoted to the theoretical framework of the research, which is

Bandura’s Social Cognitive Theory and its factors of reciprocal determinism.

I.1. Self-belief

[Link] of Self-belief

According to Hailikari et al. (2008), a factor “widely accepted to influence learning

from a motivational point of view is student self-belief” (p. 61). They defined self-belief as

the conviction that an individual has in his/her own capacities and attributes, both personally

and academically. Self-belief is the conviction in one’s own abilities; it is the belief that a

person has enough knowledge and possesses the necessary skills to achieve goals. It is the

trust individuals have in themselves; it plays a vital role in their success in general. In the

educational context, Brown (2001) says that “at the heart of all learning is a person’s belief in

his or her ability to accomplish the task” (p.61). Self-belief is one of the key elements that

play a vital role in academic pursuit and empowers students to trust their full potential and

overcome obstacles during their educational journey and achieve success. When students

believe in their ability to accomplish a task, they develop the capability to perform it

effectively.
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I.1.2. Self-belief and the Related Constructs of Self-efficacy and Self-confidence

Self-belief, self-efficacy, and self-confidence are related concepts; however, they have

different meanings. Self-belief refers to the core or fundamental belief in one’s capacities to

succeed in general. For instance, an individual with a strong self-belief has a strong

conviction to succeed regardless of the encountered challenges.

Self-efficacy is the trust in one’s capacity to accomplish a specific task. As Bandura

(1994) states: “perceived self-efficacy comes from the trust in one’s capacity to accomplish

the required courses of action to manage different life situations” (p.2). Self-efficacy depends

on the task or context, which means an individual can show high self-efficacy in their ability

in a specific domain or activity while showing low self-efficacy in another. Indeed, as stated

by Limenbrink and pintrich (2003), “Self-efficacy is distinctive from self-confidence in that it

refers to beliefs that are much more specific and situational judgments of capabilities”

(p.121).

Self-confidence is the trust in one’s ability to succeed. Malureanu et al. (2021) define

self-confidence as “a person’s professed capability to tackle situations effectively on his own

without leaning on others and to have constructive self-evolution” (p.3). In summary, we can

say that self-confidence is a boader concept that includes both self-belief and self-efficacy.

That is to say, self-belief and self-efficacy are specific concepts that contribute to the overall

self-confidence.

I.1.3. The Importance of Self-belief in the Language Learning Process

According to Odiri (2021), “Self-belief in someone’s capability is an important

component in learning. Someone who doubts his/her capability or ability may not succeed in

accomplishing a given task” (p.288). In the process of language learning, self-belief plays an

important role. It can contribute to students’ progress and success. To master a new language,

a strong belief in one’s abilities can serve as a powerful motivator and can have a positive
 8

impact on students’ language learning journey. When it comes to learning a new language,

self-belief helps students face various difficulties. Moreover, it provides learners with the

strength and motivation needed to push through the ups and downs of the academic journey,

enabling them to stay determined and engaged. Indeed, Akbari and Sahibzada (2020) found

that students who believe in themselves tend to be more active participants in class, enjoy the

learning process, do not stress too much about tests, feel more comfortable with their teachers

and classmates, and are not shy about sharing their opinions. The researchers also found that

low self-belief can lead to fear, timidity, and reluctance to express opinions. Furthermore,

self-belief helps students overcome the fear of making mistakes and motivates them to

embrace the idea that mistakes are essential when learning a new language.

I.1.4. The Relationship between Self-belief and Academic Performance

According to Hailikari et al. (2008), “academic self-belief may…play a key role in

predicting academic success” (p.59). Indeed, research has shown a positive connection

between self-belief and students’ academic performance or achievement. As observed by

Purkey (1970), research has revealed a definite relationship between a student’s achievement

in school subjects and his/her level of self-concept. Students with high levels of self-belief

tend to have high grades and perform better in exams. On the other hand, students with low

self- belief may doubt their abilities, feel anxious about their performance, and may be more

likely to give up when faced with difficulties. Wiggins et al. (1994). The connection between

self-belief and academic performance is essential.

Self-belief plays a big role in how well students do in school. Students who believe in

themselves and their abilities tend to do better academically compared to those who doubt

themselves. This is because self-belief affects many aspects of a student’s academic journey,

like their motivation, determination, ability to set goals, and their overall attitude towards

learning. For instance, motivation, which is an important element in the academic journey,
 9

depends on the belief students have in their capabilities and capacities. Additionally, self-

belief helps students set goals that push their boundaries as it enables them to tackle different

academic tasks effectively. Finally, it impacts resilience and persistence. For example,

students who have a high sense of self-belief view failure as an opportunity to start over with

new techniques and effectively persist in their efforts. All these combined components of self-

belief impact students positively during their academic journey. In a study by Iqbal Bhat

(2022) about the impact of self-confidence on students academic achievements, he argued that

self-belief permits students to perceive themselves, their circumstances in a realistic and

positive way, as it affects their way of planning, anticipating and the outcomes.

I.2. Self-belief in the Dissertation Journey

I.2.1. Significance of Self-belief in the Dissertation Journey

Writing a master’s dissertation is one of the most challenging stages of students’

academic journey. Students have to complete and submit their dissertations within a limited

time. To overcome the encountered challenges, students need to have a strong sense of self-

belief. As stated by Bandura (1977a), the belief in one’s own capacities to perform

successfully can help a person to achieve his/her goals. Therefore, we can say that self-belief

is a key factor that plays a crucial role during the dissertation process, from selecting a

research topic to the oral defense.

Zhao et al. (2021) assert that “Students who are confident in their academic abilities

will put more effort into academic tasks, while those who lack self-confidence will be less

engaged in their studies and are more likely to give up.” (p. 2). In the context of master’s

dissertations, a strong sense of self-belief can provide students with the motivation needed to

avoid fear of failure, self-doubt, and obstacles in general. Moreover, self-belief can cultivate

resilience, empowering students to overcome obstacles and helping them stay focused during

the complexities and difficulties of the dissertation journey. On the contrary and based on
 10

what is said by Zhao et al. (2021), students who do not believe in themselves

andtheiracademic abilities will put less effort, become less engaged in their dissertation

journey, and more likely give up.

I.2.2. Factors Influencing Self-belief during the Dissertation Journey

Students’ self-belief can be influenced by severalfactors, such as motivation, anxiety,

time pressure, feedback and support, procrastination, and writing challenges.

I.2.2.1. Motivation

The first factor that can influence self-belief is motivation. Schunk et al. (2014) state

that “motivation is the process whereby goal-directed activities are investigated and

sustained.” (p.5). Moreover, Gardner (1985) explains the concept of motivation as “a

combination of effort plus desire to achieve a goal plus favourable attitudes towards the goal

to be accomplished.” (p.11). Motivation is important throughout the dissertation journey; As it

helps students keep a positive mindset and acts as a push to overcome challenges, which in

turn enhance their self-belief. Self-belief is closely related to motivation (Pintrich& Schunk,

2002). In the context of master’s dissertations, motivation plays a vital part in enhancing

students’ self-belief. To be more specific, motivation pushes students to embark on this

challenging journey. The dissertation journey can be lengthy and demanding, and motivation

keeps students focused, committed, and engaged in this process, reinforcing their beliefs in

their abilities.

I.2.2.2. Anxiety

Anxiety can impact students’ self-belief during the dissertation journey. Anxiety can

be situation-specific, which means being anxious in a particular situation, for instance, while

preparing a master’s dissertation. It can either positively or negatively influence self-belief.

High anxiety levels can negatively affect students’ self-belief during this challenging

[Link] to Owen (2012), “Anxiety can negatively affect the academic

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performance. Therefore, students with high level of anxiety show a low level of academic

achievement.” (p.32).During the dissertation journey, students can experience high anxiety

due to time constraints and pressure, leading to self-doubt. Managing anxiety is crucial to

maintain a positive self-belief and face challenges.

I.2.2.3. Time Management

Completing a dissertation on time is a challenging task that requires students to

manage their time effectively. According to Kenneth (2001), “time management is a set of

principles, practices, skills, tools, and systems that help us use time to accomplish what we

want” (p. 2). When students have limited time to complete their dissertations, they become

anxious about the deadlines and doubt themselves. That is why managing time effectively

throughout the dissertation journey is important; it helps students avoid pressure and to finish

their work on time. In addition, effective time management is important for organizing and

planning the dissertation writing process. By dividing the work into smaller and more

achievable parts, students can foster their self-belief and tackle the dissertation journey with

confidence, knowing that they have a plan to guide them throughout the process.

I.2.2.4. Feedback and Support

Feedback and support play a crucial role in shaping an individual’s self-belief during

the dissertation journey. Indeed, as stated by Kutasi (2023),

“proper feedback assists students in realising their full potential at various training

levels, increases their knowledge of their strengths and possible growth areas, and

identifies performance-improving actions...feedback is essential to developing

competence and confidence in teachers and students” (p. 9).

In the context of master’s dissertations, supervisors’ constructive feedback can help students

improve their work, reinforcing their belief in their abilities. In addition, receiving support

from family friends and supervisor can enhance students’ self-belief. Schwenger (2016)
 12

asserts that “appropriate support at every level is essential for students to acquire literacy

competencies and scaffold learning” (p. 73). This support can be reassuring, especially during

the dissertation process. Knowing that there is someone out there to offer assistance,

encouragement, and advice can significantly strengthen students’ belief in their ability to

complete their dissertations.

I.2.2.5. Procrastination

Procrastination refers to the postponing or delaying of tasks. During the dissertation

journey, procrastination can have a detrimental impact on students’ self-belief. Reska and

Taufik (2019) assert that “One of the factors that influence academic procrastination is self-

confidence... it is undeniable that there is a significant negative relationship between self-

confidence and academic procrastination.” (p. 1). Procrastination often stems from self-doubt

and fear of failure. Students may delay starting their research, writing, or seeking feedback

from their supervisors due to fear of failure or self-doubt.

I.2.2.6. Writing Challenges

The dissertation process requires students to possess good writing skills. This writing

journey can be challenging because students have to convey complex ideas, summarize

existing research, bring new contributions to their field, and follow academic standards, all

this within a limited timeline. Indeed, according to tardy (2010), students are required to

select, evaluate, report, summarize, paraphrase, conclude, argue, select words and

grammatical patterns, and avoid plagiarism.

I.2.3. Students’ Strategies to Promote Self-belief in the Dissertation Context

Building self-belief starts from the person himself that is why students need to use

strategies to foster their self-belief during the dissertation process. One of the most effective

strategies students can use is to set clear and attainable goals. More specifically, students can

build their self-belief by dividing the dissertation process into manageable tasks and set
 13

achievable goals. Indeed, Bandura (1997) states that setting realistic goals can enhance self-

belief. In addition, they can use time-management strategies. According to Arumugam et al.

(2021), time management refers to the “behaviours that aim to achieve an effective use of

time while performing certain goal-directed activities.” (p. 331). Managing time effectively

can help students stay focused and track their progress during the dissertation process.

(Zimmerman, 2000). Utilizing time-management strategies can be effective to enhance self-

belief and help students stay focused during the dissertation journey, by prioritizing tasks,

avoiding procrastination, and staying on track. Furthermore, seeking feedback and guidance

can boost students’ self-belief to tackle difficult tasks and remain motivated throughout the

dissertation journey. Positive or constructive feedback can boost self-belief (Ryan &Deci,

2000). Moreover, celebrating small accomplishments or progress can foster self-belief

(Carver &Scheier, 1998). In order to develop and maintain self-belief, students should

celebrate small successes throughout the dissertation process. Additionally, maintaining a

stable psychological state by managing stress can lead to the enhancement of self-belief.

Stallman (2010) highlights the importance of identifying the levels of stress that may

contribute to students’ success, compared with the harmful levels of stress that ultimately lead

to poor academic performance or mental health issues. By using these strategies, students can

foster their self-belief and face challenges during the dissertation journey.

I.2.4. Teacher’s or Supervisor’s Role in Fostering Students’ Self-belief during the

Dissertation Journey

During this challenging journey, teachers or supervisors play an important role in

fostering students’ self-belief by offering support, encouragement, and guidance. According

to Mhunpiew (2013), “The success of a thesis or a dissertation for a graduate student relies

upon the roles of their supervisor.” (p. 119). Similarly, Barnes and Austin (2009) state that the
 14

supervisor is “one of the most important persons if not the single most critical person” (p.

298) in students’ dissertation journey.

In order to foster students’ self-belief during the dissertation journey, supervisors

should offer constructive feedback and encourage students’ progress. Indeed, as stated by

Jensen and Austin (2017), regular constructive feedback can impact students’ confidence.

During the dissertation process, students may face various challenges or self-doubt, and a

supportive and caring supervisor can provide reassurance and foster self-belief. Barnes and

Austin (2009) suggest that supervisors should be supportive and caring by providing students

“with the emotional and psychological encouragement that they need to sustain them” (p.

305). In addition, creating a supportive environment and building positive relationships are

important because they encourage communication between supervisor and student, which is

fundamental for students’ self-belief (Barnes &Austin, 2009).

I.3. Previous Studies on the Impact of Self-belief and the Related Constructs of Self-

confidence and Self-efficacy on Students’ Learning

Many studies have shed light on the impact of self-belief and the related constructs of

self-confidence and self-efficacy on students’ learning. By examining the findings and

implications of these studies, we understand the role of self-belief in students’ academic

journey and outcomes.

A research study on the influence of academic self-efficacy on academic performance

was conducted by Honicke and Broadbent (2016). This review summarizes 12 years of

research on how academic self-confidence affects college students’ academic performance

and the factors that contribute to this relationship. The results showed that academic self-

confidence has a moderate impact on academic performance.

Another study was conducted by Pajares and Schunk (2001), who investigated the

relationship between self-beliefs, specifically self-efficacy, and academic achievement. The

 15

findings revealed that students with high levels of self-efficacy tend to set attainable goals and

show persistence when faced with difficulties, leading to better academic outcomes. In

addition, the results showed that positive beliefs are associated with higher academic

achievement. That is to say, students who perceive themselves as competent are more likely

to perform better.

In another study about learners’ perceptions on self-efficacy on writing english as a

foreign language at Fatma Nsoumer secondary school located in Amizour (Béjaia, Algeria),

Bensalem and Idri (2022) used a five-point Likert questionnaire to collect data from 289

learners. The research findings showed that ‘learners’ level of confidence in their writing

ability ranges from low to moderate” (p. 601).

While research extensively explored the influence of self-belief on students’ learning,

there is a gap in how it impacts the dissertation journey. The dissertation process is a unique

academic journey that requires students to maintain motivation, perseverance, and belief in

themselves and their capacities. However, little research has examined how self-belief

impacts students’ completion of their dissertations. Therefore, the present study aims to

address this gap by exploring teachers’ and Master 2 students’ views on the impact of self-

belief on the dissertation journey, taking the Department of English at the University of Tizi-

Ouzou as a case study.

I.4. Theoretical Perspectives on Self-belief

I.4.1. Bandura’s Social Learning Theory

The social learning theory is based on the idea that learning occurs through imitation,

observation, and social interactions (Nabavi&Bijandi, 2011). This theory is derived from the

Bobo doll experiment conducted by Bandura in 1965, involving children aged between 42 and

71 months. The experiment aimed to investigate children’s behaviour and whether they

imitate people around them or not. To this end, Bandura’s study involved three groups of
 16

children. The first group watched a video showing a model hitting the Bobo doll (aggressive

model group); the second group watched a video where a model did not show any aggressive

behaviour towards the doll (non-aggressive model group); and the third group served as a

control group, meaning that children did not watch any video and were not exposed to any

model behaviour related to the Bobo doll (Bandura, 1965). The results of the study showed

that the children who saw the aggressive behaviour were more likely to imitate the same

actions of hitting, kicking, and throwing the Bobo doll. Nabavi and Bijandi (2011) indicate

that “The children received no encouragement or incentives to beat up the doll; they were

simply imitating the behaviour they had observed.” (p. 8). In contrast, the children in the non-

aggressive model group and the control group showed less aggression towards the doll. This

investigation demonstrated that children can learn aggressive behaviour through observation

and imitation, which has implications for the formation of self-belief and the development of

self-concept (Bandura, 1965).

I.4.2. Social Cognitive Theory

In the 1980s, Bandura developed his social learning theory further, evolving it into

what is now known as social cognitive theory, which emphasizes the role of cognitive aspects

in learning and behaviour (Nabavi&Bijandi, 2011). That is to say, this theory focuses “on how

children and adults operate cognitively on their social experiences and how these cognitions

then influence behavior and development.” (Nabavi&Bijandi, 2011, p. 11). In his Social

Cognitive Theory, Bandura (1977b) examines behaviour in terms of reciprocal determinism.

To be more specific, he proposed the triadic reciprocal determinism; which he explains as a

continuous reciprocal interaction between three factors: personal, behavioural, and

environmental influences.
 17

I.4.3. Factors of Reciprocal Determinism within Bandura’s Theory

Reciprocal determinism is a concept developed by Albert Bandura in his book ‘Social

Learning Theory’ published in 1977. It consists of three reciprocal factors, which are

Personal, environmental, and behavioural; each one has an influence on the other in a

continuous manner. Bandura (1977b) explains that “the term reciprocal is used in the sense of

mutual action between events rather than in the narrower meaning of similar or opposite

counterreactions” (p. 194). The three factors interact to determine or cause one another.

Reciprocal determinism recognizes that individuals’ belief in their abilities has a significant

role in shaping the behaviour and the outcomes of the actions and how they perceive and

respond to the environment.

I.4.3.1. Personal Factors

Personal factors are closely related to self-belief in the context of reciprocal

determinism. According to Schunk and DiBenedetto (2019), “Personal influences include

processes that help instigate and sustain motivational outcomes.”(p. 7). These personal

influences include processes like motivation and self-efficacy. In Bandura’s reciprocal

determinism, self-efficacy is a crucial personal factor (Schunk & DiBenedetto, 2019). For

instance, in the context of master’s dissertations, self-efficacy beliefs can help students

persevere through challenges.

I.4.3.2. Environmental Influences

The environmental influences include not only the physical but also the social

environment (Devi et al., 2017). These influences refer to the external factors that impact the

behaviour of a person. For instance, the social environment includes “family members, friends

and colleagues”, while the physical environment refers to “the availability of certain foods”

(Devi et al., 2017, p. 722). In the context of master’s dissertations, the social environment can

involve the supervisor’s support and feedback and the academic learning environment,
 18

whereas the physical environment can denote the availability of resources. In summary,

environmental influences are based on different factors that influence directly the individual’s

self- efficacy, and motivation.

I.4.3.3. Behaviour

Behaviour refers to the different actions that individuals make as a response to their

environment; it is a dynamic and complex human process influenced by several factors such

as environment, social interaction, and learning. During the dissertation journey, students

exhibit actions and behaviours, such as actively seeking feedback, dedicating time to work on

their dissertations (engagement and perseverance), and managing time effectively.

The reciprocal determinism model, developed by Albert Bandura, emphasizes that

each factor influences and is influenced by the others. It highlights the different factors that

shape the individual in general and the student specifically. Schunk and DiBenedetto (2019)

gave the following example to show how these three factors constantly influence each other:

Students who feel competent about performing well in mathematics (high self-

efficacy- personal) are apt to engage in activities that will help them learn, such as

attend to instruction, expend effort, and persist (behavioural). If a teacher were to

remark to them how well they are learning (environmental), this remark may

substantiate their perception of learning progress and raise their self-efficacy

(personal) and motivate them to continue to engage in productive behaviours. (p. 6).

In the context of master’s dissertations, students’ belief in their research and writing

abilities (personal factor) may be reinforced by supervisor’s feedback (environmental factor),

resulting in increased engagement in the dissertation process (behaviour). On the contrary,

lack of resources or feedback (environmental factor) may reduce students’ self-belief and

motivation (personal factor), negatively influencing their behaviours. Figure 1 shows the

reciprocal interaction between these three factors.

 19

Figure 1. Factors of Reciprocal Determinism (Extracted from Nabavi&Bijandi, 2011,

p. 15)

Conclusion

This chapter has reviewed the literature related to the topic under investigation,

including explanations of fundamental concepts. It has first provided an overview of self-

belief and the related constructs of self-confidence and self-efficacy, highlighted the

importance of self-belief in the process of language learning, and explained the relationship

between self-belief and academic performance. It has then discussed self-belief in the

dissertation journey, including its significance, influencing factors, and nurturing strategies.

Afterwards, it has reviewed past research on self-belief and related constructs with the aim to

locate the research gap. Finally, it has presented the theoretical framework of this research.

The following chapter is devoted to the research design of the study.

 21

Introduction

This chapter is a description of the research design and methodology of the study. It

contains foursections. First, it presents the research method used in this study which is

amixed-method approach. Second, it provides information about the context of the study and

the sample population. The third sectionis dedicated to the research instruments used to

collect data, namely aquestionnaire and the teachers’ interview. The final part explains the

procedures used to analyze the gathered data.

II.1. The Research Method

In order to collect and analyse data, a mixed-method approach is used. A mixed-

method research approach is essential to examine the attitudes of both students and teachers

regarding the impact of self-belief onthe dissertation journey. According to Creswell (2009),

the mixed-method approach is a research method that combines both qualitative and

quantitative techniques of data collection and analysis in one single study. Creswell and Clark

(2018) explain that this research approach is valuable because “by combining qualitative and

quantitative research methods, the Mixed Method allows researchers to gain a more

comprehensive understanding of complex social phenomena that cannot be adequately

captured by a single method” (p.3). In other words, this strategy permits covering all the

aspects and givingmore insights about the study. By using a mixed-methodapproach, we can

gain a comprehensive understanding of how teachers and students view the impact of self-

belief on the dissertation journey that cannot be obtained by using a quantitative or qualitative

approach on its own.

II.2. Data Collection and Sample Population

The current study took placein the Department of English at MouloudMammeri

University of Tizi-ouzou (MMUTO). Two research instruments were used in the two phases

of the data collection process. This study targeted Master Two students who were working on
 22

their dissertation and their supervisors. Ultimately, according to Pilot and Beck (2004),

sampling is “the process of selecting a portion of the population for a study to represent the

entire population.” (p.291). The study sample involved seventy-three EFL students and seven

teachers, or rather [Link] the seventy-three students who answered the

questionnaire, sixty one were female and twelve were male. In addition, students from each

specialism responded to the questionnaire. Among them, twenty-seven students were from

Didactics of Foreign Languages, fifteen from Language and Communication, fourteen from

Literature and Interdisciplinary Approaches, eleven from Literature and Civilization, and six

students from General and Comparative [Link] answereda mixture of open-ended

and closed-ended questions from the questionnaire, and teachers answered the open-ended

questions from the [Link] the answerswerestudied carefully and treated with

anonymity.

II.3. Data Collection Instruments

To confirm or refute the validity of the hypotheses, data are gathered from different

sources through two research tools. The first tool is an onlinequestionnaire sent to master

2students, and the second research instrument is aninterview designedfor the teachersor

supervisors.

II.3.1. Questionnaire

The questionnaire comprised aset of questions addressed to master two students. Taherdoost

(2021) defines a questionnaire as “one of the common devices for collecting information and

a form or instrument including a set of questions and secure answers that respondents (from a

specific population) fill to give the researcher information needed for the study.” (p. 14).In

other words, a questionnaire is an important tool usedto gatherdata about a specific topic.

There are various ways to administer a questionnaire. It can be done face-to-face or in person,

via email, over the phone, or online (Taherdoost, 2021). In the present study, an online
 23

questionnaire was designed using Google Forms, and the link was sent to the participants via

messenger groups of each speciality, students accessed the questionnaire via the

link[Link]

wBoC6GpNFgnR4SXt5g/viewform?usp=sf_link. According to Taherdoost (2021), “An

online questionnaire is a cost-efficient option; however, you should consider the possibility of

missing samples due to problems with internet access.” (p. 15). In other words, even though

online questionnaires are more affordable, there are chances of lost samples due to internet

connectivity issues.

The questionnaire used in this study containsnineteenquestions andis divided into

foursections: Personal Information, Students’ Views on the Impact of Self-belief during the

Dissertation Journey, Factors Affecting Students’ Self-belief during the Dissertation Journey,

and Strategies to Enhance Students’ Self-belief during the dissertation Journey (See

Appendix A). The questionnaire included eighteen closed-ended questions and one open-

ended question. Closed-ended questions encompassed yes/no (Q4, Q6, Q8, and Q9), multiple

choices (Q1, Q2, Q3, Q5, Q7, Q10, Q11, Q17, and Q18), and scaled questions (Q12, Q13,

Q14, Q15, and Q16). On the other hand, the qualitative question (Q19) allowed participants to

provide their answers in their own words and to express themselves freely. More specifically,

the question was optional as it offered students the opportunity to provide additional

information they deemed relevant to the topic under study. The questionnaire was

administered to the participants from May 06th to May 12th.

II.3.2. Interview

The second research instrument used in this study is an interview. According to

Gillham (2000) “An interview is a conversation, usually between two people. But it is a

conversation where one person-the interviewer-is seeking response for a particular purpose

from the other person-in the interviewee.” (p. 1). In this study, both online and face-to-face
 24

interviews were conducted to gather data since some teachers have a busy schedule and

cannot do it face to face. Fourteen teachers participated in the interviews; with eleven being

asynchronous online interviews consisting of twelve questions each. However, only four

teachers responded to these online interviews. Additionally, face-to-face interviews were

carried out with three of the teachers.

II.3.3. The Pilot Study

Before administering the questionnaire and interview, both instruments were first

piloted with a small sample. According to In (2017), “A pilot study is the first step of the

entire research protocol and is often a smaller-sized study assisting in planning and

modification of the main study.” (p. 601). The piloting phase is an important stage because it

enables the researcher to locate any problems in the questionnaire or interview before

distributing it to the respondents.

To ensure that the questionnaire is clear, comprehensible, and conveys the

intendedmessage, a pilot test was conducted on May 2nd in the Department of English at the

University of Tizi-Ouzou with five master 2 students; one student from each specialism was

randomly [Link] feedback received was positive, indicating that the questionnaire is

well-structured and easy to understand. On the other hand, the interview questions were sent

to one teacher on May 2nd before starting the data collection, to ensure the clarity and

relevance of the questions. The feedback received was positive despite the need for slight

changes in the introduction to clarify the topic and avoid any confusion.

II.4. Data Analysis Procedures

The collected data were analysed using both quantitative and qualitative data analysis

methods.

II.4.1. Quantitative Analysis

 25

Quantitative analysis is the process of analyzing numerical data gathered from closed-

ended questions using descriptive statistics like frequencies and percentages in order to draw

[Link] statistics,Kothari (2004) emphasized that statistics play a crucial role

in research by serving as a tool for designing studies, analyzing data, and deriving

conclusionsto examine and analyze the data obtained from the closed-ended questions in the

questionnaire, a quantitative data analysis was employed. It involves the use of statistical

techniques to interpret the collected data. During our analysis, the Google Forms software

helped us to process the gathered data and generated diagrams that summarized the main

findings.

II.4.2. Qualitative Content Analyses (QCA)

The qualitative data gained from the open-ended questions were analyzed using

Qualitative Content Analysis. Scheier (2012) defines Qualitative Content Analysis (QCA) as

“a research method for the subjective interpretation of the content of text data through the

systematic classification process of coding and identifying themes or patterns” (p. 3). In other

words,QCA is the process of interpreting and analyzing the textual data gathered from open-

ended questions. It involves organizing and categorizing the content of those data to identify

the patterns and themes. In our study, the answers of each question of the interview was

mainly divided into two categories based on the similarity of responses provided by the

teachers, and by examining how often a category is mentioned, themes are identified.

Conclusion

This chapter has provided a comprehensive explanation of the research design and

methodology employed in the present study. In addition, it has provided details concerning

the sample population and the research instruments used to collect the relevant information to

answer the research questions and test the study hypotheses. Finally, it has explained the

methods employed to analyse the quantitative and qualitative data.

 26

Introduction

This chapter focuses on the practical part of the present study. It aims to present the

research findings about students’and teachers’ views regarding the impact of self-belief on the

dissertation journey. Itis divided into two parts. The firstpart reports the results of the online

questionnaire administered to Master 2 students, and the second part presents the findings

obtained from the interviews conducted with teachers or dissertation supervisors. To ensure

clarity, the quantitative results from the questionnaire are analyzed using percentages and

presented in pie charts, bar graphs, and [Link] the other hand, the qualitative findings from

the interviews are analyzed qualitatively using qualitative content analysis and presented in

textual form.

IV.1. Presentation of the Questionnaire Results

IV.1.1. Section One: Personal Information

The first section of the questionnaire aims to gather general personal information

about the participants, such as their gender and specialism.

Question (01):What is your gender?

The first question aims to collect data about the gender of students. The results of this

question are shown in Diagram 1.

Female Male

17%

83%

Diagram1. Students’ Gender

 27

Diagram 1 displays the gender of the research participants. The results show that the

majority of the students are female with a percentage of 83%, while males represent a small

portion with a percentage of 17%.

Question (02):What is your major/area of study?

The second question asked the students to specify their area of study. The results are

exhibited in Diagram 2.

40,00% 37% Foreign Languages Didactics

35,00%
30,00% Language and
Communication
25,00% 20.5 %
General and Comparative
20,00% 19.2 %
15.1 % Literature
15,00% Literature and Civilization
8.2 %
10,00%
5,00% Literature and
InterdisciplinaryApproaches
0,00%

Diagram 2. Students’ Area of Study

According to the findings presented inDiagram 2, 37% of the students are enrolled in

Foreign Languages Didactics, 20.5% are specializing in Language and Communication, 8.2%

in General and Comparative Literature, 15.1% in Literature and Civilization, and 19.2% in

Literature and Interdisciplinary Approaches.

IV.1.2. Section Two: Students’ Views on the Impact of Self-belief during the Dissertation

Journey

In this section of the questionnaire, students’views on the influence of self-belief

during their dissertation journey areexplored.

Question (03):How would you describe your overall experience working on your dissertation

so far?
 28

This question aims to collect data about students’ overall experience working on their

master’s dissertations. The students are asked to rate their experience from ‘very bad’ to ‘very

good’. The results are displayed in Diagram 3.

70,00%
63%
60,00%
50,00% Very Bad
40,00% Bad
28.8%
30,00% Average
20,00% Good
10,00% 2.7% 4.1% 1.4% Very Good
0,00%
Very Bad Bad Average Good Very Good

Diagram 3. Students’ Overall Experience Working on their Dissertations

Diagram 3 shows the percentages of students’ responses regarding their overall

experience working on their dissertations so [Link] findings reveal that 63% of students rated

their experience as average, 28.8% as good, 4.1% as bad, 2.7% as very bad, and 1.4% as very

good. This indicates that the majority of students found their dissertation experience to be

average, while more than one-fourth rated it very good.

Question (04):Do you think that self-belief contributes to your academic success?

This yes/no question aims to collect data about students’ views regarding the role of

self-belief in their academic success. The findings are shown in Diagram 4.

Yes No

100%

Diagram 4. Students’ Views on the Role of Self-belief in their Academic Success

 29

Diagram 4 shows the percentages of students who were asked if they think that self-

belief contributes to their academic success. All students affirmed that they perceive self-

belief as a significant contributor to their academic achievements with 100% of ‘Yes’.

Question (05):How is your level of self-belief while working on your dissertation?

This question intends to gather information on students’ perceived level of self-belief

while working on their dissertations. Students were asked to rate their level of self-belief from

‘very low’ to ‘very high’. The findings are reported in Diagram 5.

70,00%
60.3%
60,00%
Very high
50,00%
High
40,00%
Average
30,00% 23.3% Low
20,00% Very low
8.2% 6.8%
10,00% Série 1
1.4%
0,00%
Very low Low Average High Very high

Diagram 5. Students’ Self-belief Level while Working on their Dissertations

As shown in Diagram 5, the majority of the students, that is 60.3%, claimed to have an

average level of self-belief; 23.3% indicated a high level; 6.8% reported a very high level;

8.2% registered a low level; and 1.4% noted a very low level.

Question (06): Do you think that high levels of self-belief positively influence your progress

during the dissertation journey?

This yes/no question is asked to explore students’ perceptions regarding the impact of

self-belief on their progress during the process of completing their dissertations. By asking

this question, we seek to understand whether students attribute their progress during the

dissertation journey to their own levels of [Link] results are reported in Diagram 6.
 30

Yes No
1%

99%

Diagram 6. Self-belief Influence on Students’ Progress during the Dissertation Journey

Diagram 6 reveals students’ opinions about the influence of having a strong belief

during the dissertation journey. Nearly all the students answered in the affirmative, while only

1 percent denied that high levels of self-belief do influence positively the dissertation writing.

Question (07): If the answer is yes, how much do you think that high levels of self-belief

influence your progress during the dissertation process?

This question asked the students who selected the ‘yes’ option in the previous question

to specify how much they think that high levels of self-belief influence their progress during

the dissertation process. Students had four options to select from: ‘slightly’, ‘moderately’,

‘significantly’, and ‘extremely’. The results are presented in Diagram 7.

70,00%
63.9%
60,00%
50,00%
Slightly
40,00%
Moderately
30,00%
Significantly
18.1%
20,00% 12.5% Extremely
10,00% 5.6%

0,00%
Slightly Moderately Significantly Extremely

Diagram 7. Students’ Perceived Influence of High Self-Belief on Dissertation Progress

Delving deeper into students’views on the impact of a high sense of self-beliefon their

progress during the dissertation journey, diagram7 shows a range of responses. The majority,
 31

representing 63.9% of students, stated that high self-belief has a significant impact on their

dissertation progress. 18.1% admitted that self-belief plays an ‘extremely’ influential role.

12.5% of respondents identified a moderate influence;and a smaller group of 5.6% reported a

slight influence.

Question (08): Do you think that maintaining high levels of self-belief positively influences

your motivation and commitment to complete your dissertation?

The aim of question 8 is to explore students’ perceptions regarding the relationship

between self-belief and motivation. By asking this question, we aim to understand whether

students believe that maintaining high levels of self-belief contributes to their motivation and

commitment to completing their [Link] findings are displayed in Diagram 8.

Yes No
3%

97%

Diagram 8. Students’ Perceived Impact of High Self-belief on Motivation and Commitment

inDissertation Completion

Diagram 8 shows students’ responses about the impact of maintaining high levels of

self-belief on their motivation and commitment to completing their dissertations.97% of

students strongly believe that high self-belief positively affects their motivation and

commitment, while 3% disagree.

IV.1.3. Section Three: Factors Affecting Students’ Self-belief during the Dissertation

Journey

This third section of the questionnaire aims to identify thevarious factors that can

impact students’ self-belief during their dissertation journey.

 32

Question (09):Have you faced any challenges that negatively impacted your self-belief

during your dissertation journey?

The aim of this question is to know whether students have faced any challenges that

negatively impacted their self-belief during the dissertation journey. The findings of this

yes/no question are presented in Diagram 9.

Yes No

12%

88%

Diagram [Link] Impacting Self-Belief in the Dissertation Journey

Diagram 9 shows students’ responses who were asked whether they have faced

challenges that negatively impacted their self-belief throughout their dissertation journey.

Most students (88%) said they faced difficulties that affected their self-belief. A smaller group

(12%) reported not experiencing such challenges.

Question (10): If the answer is yes, what are the main challenges you faced? (Select all

thatapply)

The aim of this question is to identify and understand the main challenges that Master

2 face during their dissertation journey that negatively impact their self-belief, allowing them

to select more than option. The results are exposed in Table 1.

 33

Table 1

Main Challenges Impacting Self-belief in the Dissertation Journey

Challenge Percentage

Lack of support from my supervisor 23.30%

Perfectionism and fear of failure 34.20%

Anxiety and stress 46.60%

Difficulty to maintain motivation 27.40%

Writing challenges 26%

Procrastination (delaying or postponing tasks despite deadlines) 27.40%

Other 8.30%

As shown in Table 1, approximately half of the students (46.6%) identified anxiety

and stress as the primary challenge they encountered that negatively impacted their self-belief

during their dissertation journey. Perfectionism and fear of failure are also common, as

reported by 34.2% of the students. Difficulty maintaining motivation isidentified by 27.4% of

the students, while writing challenges are reported by 26%. Procrastination was another issue,

affecting 27.4% of the students. Three students (8.3%) added specific issues to this list:

difficulties communicating with team members, lack of relevant sources, and challenges in

establishing effective study routines.

Question (11): In your view, what factors contribute to your self-belief during the

dissertation journey? (Select all that apply)

The aim of this question is to collect data about the factors that contribute to students’

self-belief during their dissertation journey. More specifically, it aims to understand the

various factors that play a role in shaping students’ self-belief in the dissertation process. The

findings are exhibited in Table 2.

 34

Table 2

Factors Contributing to Self-Belief during the Dissertation Journey

Factor Percentage

Support and encouragement from supervisor, peers and family 60.30%

Supervisors’ feedback and guidance 71.20%

Personal determination and commitment 50.70%

Effective time-management 45.20%

Access to academic resources and research material 46.60%

Other 1.40%

Table 2 shows the responses of students when requested to identify the factors that

contribute to the development of their self-belief throughout the dissertation journey. The

feedback and guidance provided by supervisors stand out as the most influential factor, with a

significant majority of 71.2% of respondents citing it as such. In addition, support and

encouragement from supervisors, peers, and family members were deemed crucial by 60.3%

of students. Moreover, personal determination and commitment (50.7%), effective time-

management (45.2%), and access to academic resources and research material (46.6%) were

identified as further boosters of self-belief. Furthermore, one student (1.4%) highlighted the

role of motivation.

Question (12): The feedback and guidance provided by my supervisor foster my self-belief in

the dissertation process.

This statement aims to assess students’ perceived impact of the feedback and guidance

provided by their supervisors on their self-belief during the dissertation journey. It seeks to

measure the extent to which students feel that their supervisors’ feedback and guidance
 35

positively impact their self-belief during the dissertation process. Students’ answers to this

question are revealed in Diagram 10.

100%
89%
80%
60%
40%
20% 11%
0% 0%
Agree Neutral Disagree

Diagram 10. Students’ Perceptions on the Influence of Supervisor Feedback and

Guidance on Self-belief in the Dissertation Journey

Diagram 10 shows students’ thoughts on how feedback and guidance from their

supervisors impact their self-belief throughout the dissertation [Link] findings

demonstrate that an impressive proportion of 89% of respondents expressed agreement with

the statement On the other hand, 11% are neutral and none disagreed with the statement. It is

worth noting that no respondent remained neutral on this matter.

Question (13): My relationship with my supervisor and research partner is important to

maintain a high sense of self-belief.

The aim of this Likert question is to determine whether students think that the quality

of their relationship with their supervisor and research partner is important in maintaining

high levels of self-belief during the dissertation journey. Students’ responses to this question

are revealed in Diagram 11.

 36

120%
100%
100%
80%
60%
40%
20%
0%
Agree Neutral Disagree

Diagram 11. Students’ Perceived Impact of Supervisor and Research Partner

Relationships on Self-belief in the Dissertation Journey

Students were asked to provide insights on the significance of having a positive

relationship with their supervisor and research partner to maintain a strong sense of self-

[Link] students(100%) agreed that their relationship with their supervisor and research

partner is vital in maintaining high self-belief. As shown in Diagram 11, there are noresponses

that indicate students’ disagreement or neutrality.

Question (14):The environment (supportive versus unsupportive) in which I work on my

dissertation impacts my self-belief.

This statement aims to determine students’ perceived influence of the working

environment (supportive versus unsupportive) on their self-belief during the dissertation

process. The results are presented in Diagram 12.

Agree Neutral Disagree

100,00%
80,00% 78.10%

60,00%
40,00%
20,00% 13.70%
8.20%
0,00%
Agree Neutral Disagree

Diagram 12. Students’ Perception of the Impact of the Working Environment on Self-

belief in the Dissertation Journey

 37

Diagram 12 shows that a significant majority of 78.1% of respondents acknowledge

the positive impact of a supportive working environment on their self-belief. A smaller

percentage of 13.7% expressed neutrality on this matter, while 8.2% disagreed with the

statement.

Question (15): Dedicating time to work on my dissertation, my engagement and persistence

contribute to my self-belief.

This statement aims to uncover the extent to which students believe that investing

time, staying engaged, and persisting in working on their dissertations contribute to their self-

belief. Students’ answers are presented in Diagram 13.

100%
89%
80%

60%

40%

20%
11%
0%
Agree Neutral Disagree

Diagram 13. Students’ Perception of the Impact of Time Dedication, Engagement, and

Persistence on Self-belief during the Dissertation Journey

Diagram 13 shows that 89% of the respondents expressed agreement with this

statement, while 11% remained neutral on the topic, and none of them selected the option

‘disagree.’This means that the majority of the students believe that dedicating time to work on

their dissertations, remaining engaged, and persevering contribute to their self-belief.

Question (16):My skills in research methodology and writing abilities contribute to my self-

belief in the dissertation process.

 38

This statement aims to assess students’ perceived impact of having research

methodology skills and writing abilities on their self-belief during the dissertation process.

The findings are revealed in Diagram 14.

100,00% 93.20%

80,00%

60,00%

40,00%

20,00% 6.80%
0,00%
Agree Neutral Disagree

Diagram 14. Students’ Perception of the Impact of Research Methodology Skills and Writing

Abilities on Self-belief in the Dissertation Process

As demonstrated in Diagram 14, students widely acknowledge the significant impact

of their research methodology skills and writing abilities on their self-belief during the

dissertation process. The majority(93.2%) of the respondents expressed agreement with the

statement above, while 6.8% remained neutral. None of them disagreed with the statement.

IV.1.4. Section Four: Strategies to Enhance Students’ Self-belief during the Dissertation

Journey

Question (17): What strategies do you use to develop and maintain your self-belief

throughout the dissertation journey? (Select all that apply).

The aim of question 17 is to understand how students develop and maintain self-belief

while working on their dissertations. The results can provide insights into the methods they

use to foster their self-belief during the challenging process of completing their master’s

dissertations. The findings are shown in Table 3.

 39

Table 3

Strategies to Develop and Maintain Self-belief throughout the Dissertation Journey

Strategy Percentage

Seek support and feedback from my supervisor 52.10%

Set clear and attainable goals 67.10%

Engage in positive self-talk 46.60%

Celebrate small achievements 32.90%

Other 1.40%

Table 3 shows that,throughout their dissertation journey, students employ various

strategies to cultivate their self-belief. One crucial strategy is setting clear and achievable

goals, which is prioritized by 67.1% of students. Seeking support and feedback from

supervisors is also considered essential, with 52.1% of respondents.46.6% of students engage

in positive self-talk to foster their confidence, while 32.9% celebrate small achievements

along the way. It is noteworthy to mention that 1.40% of the students have personalized

approaches, such as recognizing the importance of small progress and advocating a tireless

work ethic. Others emphasized the significance of surrounding themselves with positivity and

engaging in activities that bring them joy to maintain focus and confidence.

Question (18):In your opinion, how can supervisors and universities help students build and

maintain self-belief during the dissertation journey? (Select all that apply).

The question aims to find out how supervisors and universities can help students build

and maintain self-belief while working on their dissertations. The findings obtained from this

question can help supervisors and universities better understand how to assist students

effectively during their dissertation journey. The results are displayed in Table 4.
 40

Table 4

Teacher and University Strategies to Foster Self-belief in the Dissertation Journey

Strategy Percentage

Provide support to promote self-belief among students 65.80%

Create a supportive academic environment 69.90%

Encourage students to discuss self-belief openly 39.70%

Organize workshops on self-belief 30.10%

Other 2.80%

Table 4 shows that students expressed their clear views on how supervisors and

universities can assist them in building self-belief during the dissertation journey. A majority

of 69.9% highlighted the importance of creating a supportive academic environment;65.8%

stressed the significance of direct support from supervisors in promoting self-belief;30.1%

suggested the organization of workshops on self-belief;and 39.7% emphasized the importance

of encouraging open discussions about self-belief. Besides, two students (2.8%) added two

suggestions, including the need for early intervention and ongoing mental supportand that

efforts to promote self-belief should begin at the earliest stages of academic pursuit.

Question (19): Feel free to add any additional insights about the role and impact of self-belief

on the dissertation journey.

When students were asked to add whatever they wanted, here are the additional

insights provided by twenty-three out of seventy-three students. According to the respondents,

self-belief provides a basis for maintaining a positive mindset and overcoming challenges. In

addition, students acknowledged that self-belief positively influences their confidence in

defending their ideas, dealing with criticism, and ultimately completing their dissertations

successfully. Moreover, they recognized the importance of receiving guidance and

 41

constructive criticism from their supervisors and emphasized that self-belief should be

balanced, as overconfidence can lead to mistakes and [Link], it acts as a

driving force, providing the motivation, confidence, and resilience needed to overcome

challenges, achieve goals, and produce high-quality academic work.

IV.2. Presentation of the Interview Results

To gather additional information on the topic, interviews were conducted with teachers

or dissertation supervisors in the Department of English at Mouloud Mammeri University of

Tizi-Ouzou. The interview process involved both email interviews and face-to-face interviews

with eight teachers. Initially, the interview questions were sent via email to eleven teachers,

but only four responded, indicating a low response rate. Additionally, face-to-face interviews

were conducted with three teachers. So, in total, interviews were carried outwith eight

teachers. Despite the small sample size, the insights gathered from these interviews offered

valuable information on the topic. The first three interview questions are designed to collect

background information about the teachers being interviewed.

Question (01): What type of academic degree do you hold?

The first question aims to identify the academic degree the interviewed teachers hold.

Four main categories emerged from the data. Four of them are PhD holders; three others have

a Magister degree; one is a professor.

Question (02): How long have you been teaching in the Department of English?

The second question asked the teachers how long they have been teaching in the

Department of English. Their responses provided valuable insights. Two of the teachers

mentioned having a teaching experience of more than 20 years, while the other teachers said

that they have been teaching for more than 10 years. This means that they are all experienced

teachers.
 42

Question (03):How long have you been supervising master’s dissertations?

The third question from the interview asked teachers about how long they have been

supervising master’s dissertations. Two categories emerged: the first one contains teachers

with more than 10 years of experience, whereas the other category mentioned that they have

been supervising students’ dissertations for less than 10 years.

Question (04):According to you, how important is self-belief for students preparing a

master’s dissertation?

Six out of eight teachers think that self-belief is crucial for students working on their

master’s dissertations. They asserted that confidence and self-assurance significantly impact

the success and quality of master’s dissertations. They emphasized the positive influence of

self-belief on the dissertation process. To illustrate, teacher B said that:

Self-belief is important in all endeavours and all fields. However, in the academic

domain where research work is dotted with obstacles, self-belief is the core ingredient

for success. Many students give up after a short period of time because they lack self-

belief and, sometimes, even self-esteem.

However, teacher C expressed a contrasting viewpoint, emphasizing that a dissertation

should be viewed purely as an academic piece of work detached from the student’s personal

attributes. According to this teacher, the primary focus should be on the content and

framework of the dissertation rather than on the individual characteristics of the student. It is

worth-mentioning that one teacher (Teacher H) did not provide an answer to this question.

Question (05): From your perspective, what impact does self-belief have on students’ overall

success in completing their dissertations? Please describe observed instances where self-belief

has impacted students’ success in completing their dissertations.

According to the interviewed teachers, when discussing the influence of self-belief on

students’ success in completing their dissertations, they all agreed that self-belief has a
 43

significant impact on this journey. They asserted that students with a strong belief in

themselves tend to find the dissertation process easier, while those lacking self-belief face

more challenges. For example, teacher A said that:

Self-belief plays a significant role in students’ overall success in completing their

dissertation journey because it makes them conduct their dissertation journey with

enthusiasm and confidence. Also, throughout the dissertation process, students can

meet various challenges, such as difficulty with research methods, data analysis, or

literature review. Those with self-belief are better equipped to face these challenges

because they view them as opportunities for growth rather than insurmountable

obstacles.

Only two teachers delved into the details of their observations and cited two cases.

Teacher B shared that a majority of master’s students who submitted their final dissertations

after 10 months of work lacked self-belief. According to this teacher, these students struggled

because they did not trust their own abilities; this lack of self-belief made their progress more

difficult and made the journey more challenging for them. In addition, teacher C provided an

example from his own experience. He described a student who faced numerous rejections

throughout his master’s research. Despite the obstacles, this student persevered and publicly

defended his work, showcasing belief in himself and his research.

Question (06): According to you, how can external factors or environmental influences (such

as supervisor feedback and support, the academic environment, and access to academic and

research material) contribute to shaping students’ self-belief during the dissertation journey?

When asked about the influence of external factors or environmental influences on

shaping students’ self-belief during the dissertation journey, teachers highlighted the

significance of the environment in which students work. For example, teacher A declared that

“Positive and constructive feedback from supervisors can help students feel more confident
 44

by validating their efforts and progress. Thus, Students can develop confidence in themselves

when they have a supervisor who is encouraging and helpful”. Besides, teacher D draws

attention to the mixture of all these factors that should be present during the dissertation.

Question (07): In your opinion, how can students’ behaviour (such as managing time,

actively seeking feedback, and setting goals) shape their self-belief during the dissertation

journey?

When asked about the impact of students’ behaviour on their self-belief during the

dissertation journey, the interviewed teachers emphasized that students ‘behaviour can

significantly influence their self-belief and ultimately impact their overall success. They

highlighted the importance of having a clear outline or plan to facilitate the dissertation

journey. They emphasized the effectiveness of time management by saying that it allows

students to set realistic goals, adhere to deadlines, and divide their work into manageable

tasks. By accomplishing these smaller tasks, students gain a sense of accomplishment, which

boosts their confidence in their abilities. Teacher C believed that if students understand the

concepts well and have insights about the theoretical framework, they may not need to

actively ask for feedback. This point is mentioned in the following declaration: “Do not seek

feedback if you have theory assimilation and comprehensiveness is mastered”.

Question (08):According to you, how can personal factors (such as resilience, determination,

research skills, and writing abilities) shape students’ self-belief during the dissertation

journey?

When asked about how personal factors, such as resilience, determination, research

skills, and writing abilities, can shape students’ self-belief during the dissertation journey, the

teachers provided insightful opinions. The majority emphasized that personal factors play a

crucial role in shaping students’ self-belief, contributing to their overall success. They

recognized that self-confidence cannot come out of nothing. They stressed the significance of
 45

certain personal qualities, like good writing and research skills, in building confidence.

Students who are skilled at writing tend to have more confidence since effective written

communication is important for dissertations. For example, teacher A said that “Strong

written communication skills can have a significant influence on students’ self-belief. This

means that strong writing abilities give confidence in students, allowing them to express

themselves clearly and persuasively in their dissertations.” Likewise, students who have

strong research skills and a genuine interest in their topic are more likely to feel more

confident. This is explained in the following assertion “Research skills and strategies help a

lot in addition to their motivation that can add more persistence and overcome their

challenges and weaknesses”. In addition, the teachers emphasized the importance of resilience

and determination. These personal qualities enable students to persevere through challenges,

ultimately building their self-belief. By maintaining focus on the objective of completing their

master’s dissertations, students can reinforce their self-belief and remain motivated

throughout the journey.

Question (09): According to you, what are the common challenges students face in

developing and maintaining high levels of self-belief during the dissertation journey?

When asked about the common challenges students face in developing and

maintaining high levels of self-belief during the dissertation journey, the teachers provided

some insights. Teacher A highlighted that negative feedback can be discouraging for students

and may lead them to doubt their abilities. Constructive criticism and feedback are essential

for growth, but students may struggle to maintain their self-belief when faced with criticism.

In addition, teacher D mentioned that time constraints can pose a challenge; the pressure to

meet deadlines and the competitive nature of the journey can impact students’ self-belief.

Moreover, Teacher F indicated that unsupportive environment can be an obstacle to the

development and maintenance of self-belief.

 46

Question (10): How do you foster self-belief in your students during the dissertation journey?

When asked about how they foster self-belief in their students during the dissertation

journey, the interviewed teachers shared various strategies. Teacher D suggested the use of

projection as a technique; this involves encouraging students to visualize themselves as future

graduates. Teacher B provided an example of a sentence he uses with students: “Well done,

that’s much better than last time, you really thought about how to write an introduction, but

there are few problems with punctuations.” The teacher uses this sentence to foster self-belief

in students by giving positive feedback even when the submitted work is not satisfactory.

Setting deadlines and explaining their purpose was another strategy mentioned by teacher F.

Teacher E said that she just let them be themselves knowing that they have different

personalities and different learning styles. She however tries to motivate them and make the

research experience an opportunity to show their potential. In Addition, teacher G reinforces

the idea that students are capable of completing the dissertation by reminding them that others

before them have accomplished this task. Finally, teacher A offers guidance and support and

equips students with the required tools and knowledge. It has to be noted that two teachers (C

and H) did not provide an answer to this question.

Question (11): What advice would you give to supervisors and educational institutions to

help students build and maintain a high sense of self-belief throughout the dissertation

process?

When teachers were asked this question, they provided valuable insights. Their

suggestions offer guidance on how supervisors and educational institutions can support

students in developing and sustaining self-belief during the dissertation journey. Teacher A

recommended providing continuous support, creating opportunities for collaboration, and

offering constructive feedback. In addition, Teacher D highlighted the importance of giving

importance to the psychological aspect of the learner. Moreover, Teacher E stressed the
 47

importance of creating a suitable environment and providing the necessary facilities.

Furthermore, Teacher G claimed that recognizing self-belief should be nurtured even before

the dissertation journey begins and noted the significance of not breaking students’ spirits and

that supervisors and educational institutions should avoid actions or behaviours that

undermine students’ confidence and motivation. Instead, they should strive to uplift and

encourage students throughout the dissertation process. One teacher did not provide an answer

to this question and left it blank.

Question (12): Is there anything else you would like to add about the impact of self-belief on

the dissertation journey?

Teachers’ additional insights highlighted the importance of inner strength,

psychological support, and effective supervision in fostering self-belief during the dissertation

journey. Teacher D emphasized the importance of inner strength as a key in overcoming

challenges. Teacher F stressed the significance of not neglecting the psychological aspect of

the dissertation process because students need support and guidance from supervisors and

educational institutions to navigate the emotional challenges they may face. In addition,

teacher H acknowledged the challenging nature of supervision and the responsibilities it

entails. Teacher G said that she is a fan believer that self-belief comes before dissertation

journey, and that she wishes it is done at the level of high school, and that some students are

victims of some teachers, it is not allowed to hurt students in her opinion it is a sense of

relationship for her, never ever break the students’ spirit. Two teachers did not provide

additional insights on the impact of self-belief on the dissertation journey.

Conclusion

In brief, this chapter has presented the research findings obtained from a questionnaire

administered to seventy-three Master 2 students and interviews conducted with eight teachers
 48

in the Department of English at the University of Tizi-Ouzou. The following chapter deals

with the interpretation of the results presented.

 49

Introduction

This chapter aims to discuss and interpret the results of the study presented in the

previous chapter, provide answers to the research questions, and test the hypotheses stated in

the general introduction of this dissertation. The discussion is done in relation to the

theoretical framework and previous studies on the topic.

This chapter contains three sections. The first section discusses the results related to

the views of teachers and students on the impact of self-belief on the dissertation journey. The

second section deals with the discussion of the factors affecting students’ self-belief during

the dissertation journey. As for the third section, it is concerned with the discussion and

interpretation of the different strategies provided by students and teachers to enhance Master 2

students’ self-belief throughout the process of writing their dissertations.

IV.1. Discussion of Students’ and Teachers’ Views Regarding the Impact of Self-belief

on the Dissertation Journey

IV.1.1. Discussion of Students’ Views

After analyzing the data obtained from the questionnaire, we discovered from the

results gained from question 4 that all Master 2 students (100%) in the sample group think

that self-belief contributes to their academic success (see Diagram 4), which means they

recognize the importance of self-belief and its impact. This strong agreement means that

students believe in the importance of self-belief in achieving academic success. This aligns

with Hailikari et al.’s (2008) statement that“academic self-belief may…play a key role in

predicting academic success” (p. 59). This quote suggests that academic self-belief is a

significant predictor of academic success. That is to say, students who trust their abilities are

more likely to succeed academically. This supports the findings that Master 2 students

unanimously affirmed the important contribution of self-belief to their academic success. In

the same context, Bandura (1977b) emphasized the importance of self-belief, also known as
 50

‘self-efficacy’ in his Social Learning Theory, which is the core base for success in

accomplishing tasks as it affects the behaviour and the overall confidence of a student. In the

academic context, students with high self-efficacy are more likely to handle difficulties with

confidence, leading to academic success.

Despite students’ agreement with the fact that self-belief contributes to their academic

success, not all students have a high sense of self-belief during the dissertation journey,

according to the answers to the fifth question. To be more specific, the majority (60.3%)

claimed to have an average level of self-belief, while 23.3% and 6.8% rated it high and very

high, respectively (See Diagram 5). These findings entail that while the majority of students

have a moderate level of self-belief, there is a noticeable group who have higher levels of self-

belief. A moderate or average level of self-belief indicates that students have an reasonable

level of trust in their abilities without being excessively confident or under-confident. As

some of the students reported in question 19 about additional insignts, it is imlportant to have

a balanced level of self-belief because overconfidence can lead to mistakes and arrogance.

Besides, the questionnaire results show that the vast majority of students, nearly all of

them (99%), believe that a high level of self-belief positively influences their progress during

the dissertation journey (See Diagram 6). The fact that 99 % of the students support the

positive influence of high self- belief highlights its importance in facing the different

challenges of the dissertation journey. In this case, it is possible that students observed

successful peers who worked with a high sense of self-efficacy and believed in their abilities,

and that is why they all acknowledged that self-belief plays a crucial role in their academic

progress. Indeed, according to Bandura’s social learning theory, students learn by observing

and imitating others, and the influence of successful peers who demonstrated high self-belief

can affect their views about the role of self-belief in the dissertation process.
 51

Moreover, when asked to specify how much they think that high levels of self-belief

influence their progress during the dissertation process, 63.9% of students emphasized that

high self-belief significantly influences their progress, 18.1% stressed its extreme influence,

and 12.5% highlighted its moderate influence, while a smaller group of (5.6%) attributed a

slight influence to high self-belief (See Diagram 7). In other words, students recognized the

crucial role of high self-belief and its effect on their dissertation progress. The findings

suggest a strong recognition among students about the significant influence that self-belief has

on their progress during the dissertation journey. This recognition emphasizes the importance

of enhancing self-belief among students to support their progress during the dissertation

process.

Furthermore, when asked about the impact of maintaining high levels of self-belief on

their motivation and commitment to completing their dissertations, 97% of students supported

the idea that high self-belief positively affects their motivation and commitment, while 3%

disagreed (See Diagram 8). This goes in line with the assertion made by Pintrich and Schunk

(2002) that self-belief and motivation are closely intertwined. In addition, the theoretical

framework of this study posits that when students maintain high levels of self-belief, they are

more likely to show behaviours that reflect this belief, such as motivation and perseverance.

We can conclude from the findings mentioned and discussed above that students think

that self-belief positively influences the dissertation journey. It is a core ingredient to achieve

academic goals and maintain motivation and commitment throughout the dissertation process,

according to EFL Master 2 students at the University of Tizi-Ouzou.

IV.1.2. Discussion of Teachers’ Views

Experienced supervisors within the same department were asked questions about their

views on the impact of Master 2 students’ self-belief on the dissertation journey. The results

from the interviews showed that the majority of teachers think that self-belief is a crucial
 52

component that impacts the whole process of writing a dissertation; they emphasized its vital

role in the dissertation journey. This aligns with the results of Honicke and Broadbent’s

(2016), since the findings support the idea that believing in one’s capabilities can impact

academic performance. The interview findings also corroborate the results obtained from the

online questionnaire addressed to Master 2 students. This alignment makes the research

findings more reliable and believable because both teachers and students provided similar

views on the important role that self-belief plays during the dissertation journey.

As noted from teachers’ responses to the fifth interview question, it is clear that they

all agreed that students with a strong belief in themselves and their capacities tend to find the

dissertation process easier; they approach challenges and difficulties with a positive mindset.

Teachers confirmed this by describing observed instances where self-belief has impacted

students’ success in completing their dissertations. An example mentioned by Teacher C is of

one student who faced numerous rejections throughout his master’sresearch. Despite the

obstacles, this student persevered and publicly defended his work, showcasing belief in

himself and his research. This teacher thinks that self-belief was the reason why this student

never gave up and continued his journey until the end. Besides, Teacher B claimed that the

majority of students who submit their dissertations after ten months of work lack self- belief.

According to this teacher, these students struggled because they did not trust their own

abilities. This means that a lack of confidence can cause challenges forstudents when writing

their dissertations, as it can hinder their progress. Moreover, the observations made by the

supervisors highlight the significance of possessing a high sense of self-belief. The study

conducted by Pajares and Schunk (2001) mentioned in the literature review chapter about the

relationship between self-beliefs, specifically self-efficacy, and academic achievement,

underlined the importance of high self-efficacy in improving academic outcomes. The

findings of this study align with the teachers’ observations, where students with strong self-
 53

belief overcome all the challenges and complete their academic mission successfully. This is

further reinforced by Brown (2001), who suggested that a person’s belief in their abilities to

complete tasks is fundamental to the process of learning.

According to the collected data about the views of students and teachers on the impact

of self-belief on the dissertation journey, the findings confirmed our first hypothesis and

provided an answer to the first research question stated in the general introduction. That is to

say, both teachers and Master 2 students expressed positive views regarding the impact of

self-belief on the dissertation journey.

IV.2. Discussion of the Factors Affecting Students’ Self-belief during the Dissertation

Journey

IV.2.1. Discussion of the Factors Identified by Master 2 Students

This section aims at revealing and discussing the different factors that can impact self-

belief during the dissertation journey, according to Master 2 students. In this context, students

were asked to say whether they have faced any challenges that negatively impacted their self-

belief during the dissertation journey. 88% of students said they have faced difficulties that

affected their self-belief. A smaller group (12%) indicated that they did not face any

challenges that impacted their self- belief (See Diagram 9). This means that the majority of

students faced challenges that impacted their self-belief negatively and caused difficulties for

them to write high-quality dissertations. The fact that 88% of students reported facing

challenges that negatively affected how confident they felt about themselves highlights the

pervasiveness of self-confidence struggles within the sample group. These challenges could

stem from various sources.

When asked to specify which specific challenges impacted their self- belief during the

dissertation journey, nearly half of the students (46.6%) identified anxiety and stress as the

main challenges that influenced their progress during this journey. The fact that nearly half of
 54

the students identified anxiety and stress as the main challenges impacting their self-belief

during the dissertation journey sheds light on the psychological or mental challenges students

face during this academic journey. During the dissertation process, anxiety may arise due to

the strict deadlines and pressure to produce high-quality work. Perfectionism and fear of

failure are also common, as reported by 34.2% of the students. The excessive desire to be

perfect in each aspect of this journey may lead to self-criticism and fear of failure, which can

be obstacles that can impact the progress of their work. Many students want to produce

dissertations that exceed academic standards. This excessive pursuit of perfection can lead to

high anxiety levels, fear of making mistakes and receiving negative criticism, negatively

influencing their confidence in themselves and their abilities. Difficulty maintaining

motivation is also mentioned by 27.4% of the students. When it comes to long-term projects

like dissertations, it is hard to maintain motivation all along the way, and this is a challenge

for students since motivation acts as a push to overcome challenges. Procrastination is another

issue that is common among Master 2 students since it affects around a quarter (27.4%) of

them. Procrastination involves delaying tasks even when deadlines are approaching. This

often happens because of poor planning. Additionally, writing challenges were reported by

another group of students (26%), which include struggles structuring essays, developing ideas

and arguments, and dealing with methodological issues; all these elements can be challenging

for students and can negatively affect their self-belief. Enhancing students’ self-belief during

the dissertation journey is important because it helps them face the challenges they encounter

with confidence and positivity, making it easier for them to succeed.

In this context, students were asked about the main factors that contribute to their self-

belief during the dissertation journey. The results of question 11 show that the feedback and

guidance provided by supervisors is cited as the most influential factor with a significant

majority of 71.2% of respondents. This finding is supported by the results obtained from
 55

question 12, in which 89% of the students expressed agreement with the fact that the feedback

and guidance provided by their supervisors positively contribute to their self-belief. The

results align with Bandura’s Social Cognitive Theory, which emphasizes the importance of

environmental influences, such as feedback and guidance, in enhancing self-beliefs.

Support and encouragement from supervisors, peers, and family were also chosen by

60.3% of students. This finding highlights the importance environmental influences, mainly

the social environment, in boosting students’ self-belief during the dissertation journey. This

aligns with Bandura’s reciprocal determinism within his Social Cognitive Theory, which

emphasizes the role of social support in enhancing self-belief. This also supports the finding

obtained from question 13, in which all the students (100%) agreed that maintaining a positive

relationship with the supervisor and research partner is crucial for fostering a high sense of

self-belief. When students have positive relationships with their supervisors and research

partners, they receive guidance and support, which boost their self- belief. Another

environmental factor that can positively influence students’ self-belief is a supportive learning

environment. Indeed, the results of question 14 revealed that the majorityof students (78.1%)

believe that a supportive environment has a positive impact on their self-belief during the

dissertation journey.

Slightly over half (50.7%) of the students argue that personal determination and

commitment are affecting factors, which means that students’ own motivation, perseverance,

and hard work are crucial components that can affect self-belief during this journey. This goes

in line with the personal factors mentioned in Bandura’s reciprocal determinism. Personal

factors, such as motivation, and perseverance, are key components of reciprocal determinism,

according to Bandura’s Social Cognitive Theory.

Effective time-management (45.2%) and access to academic resources and research

material (46.6%) were identified as further facilitators of self-belief; these factors contribute
 56

to students’ sense of capability in completing their dissertations successfully. Managing time

effectively is a skill that each student should have during this journey because it provides

them with a sense of control over the whole dissertation process. Time management, such as

planning ahead and devoting time to work on the dissertation, is considered as a behaviour

within Bandura’s reciprocal determinism framework. As for, access to academic resources

and research material, it is a keyfactor that enhances students’ self-belief and the quality of

their dissertations. In his reciprocal determinism framework, Bandura suggests that the

physical environment within environmental influences, such as access to resources, plays a

significant role in shaping self-belief.

IV.2.2. Discussion of the Factors Recognized by Teachers

Based on the factors of reciprocal determinism within Bandura’s theory, which is the

theoretical framework of our research, teachers were asked three questions regarding the

influence of each one of these factors on self-belief during the dissertation journey. When

asked about the impact of environmental factors or influences on self-belief, such as

supervisor feedback and support, the academic environment, and access to academic and

research material, teachers agreed that the environment in which the students work can

significantly shape and impact their self-belief. They affirmed that convenient access to

research material and supervisor support significantly impact students’ motivation and self-

belief. Teachers also claimed that the mixture of all these factors positively influences the

overall self-belief of students. When teachers acknowledge the significance of these factors in

fostering students’ self-belief, they are recognizing the influence and power of environmental

factors on students’ self-belief. This finding supports the results obtained from the online

questionnaire, where Master 2 students acknowledged the significant role played by

environmental factors in enhancing their self-belief. This mutual acknowledgment suggests a

 57

shared understanding between teachers and students about the importance of environmental

support in developing and maintaining self-belief during the dissertation journey.

The seventh question is asked to uncover whether teachers think that students’

behaviour (such as managing time effectively, actively seeking feedback, and setting

attainable goals) shapes their self-belief during the dissertation journey since they supervise

students every year, so they have an idea about their behaviour and how it can impact them.

They emphasized that students’ behaviour can significantly impact their self-belief and their

experience working on the dissertation. More specifically, teachers highlighted the

importance of having a well-defined outline from the beginning of the dissertation process,

which involves preparing a structured framework to follow, that outlines the main chapters

and key points to be covered in the dissertation. Moreover, they emphasized the importance of

managing time effectively, stating that it allows students to set realistic goals and divide their

work into manageable tasks. Effective time management helps students stay focused and meet

deadlines. The importance of time management was also highlighted by Master 2 students,

indicating its importance in shaping self-belief during the dissertation process and achieving

success.

Regarding personal factors, teachers think that these personal qualities enable students

to persevere through challenges, ultimately building their self-belief. By maintaining focus on

the objective of completing their master’s dissertations, students can reinforce their self-belief

and remain motivated throughout the journey. As stated in the literature review chapter,

Schunk and DiBenedetto (2019) highlight the significant role of personal influences in

instigating and maintaining motivational outcomes.

The ninth question is asked to determine the challenges that students face during the

dissertation journey, according to teachers. One of the challenges reported by teachers is

negative feedback from the dissertation supervisor. This aligns with what students reported in
 58

the online questionnaire. This similarity shows that both teachers and students agree that

receiving negative feedback from supervisors is a major hurdle to students’ self-belief when

working on their dissertations. The supervisor’s feedback impacts students’ self-belief, either

negatively by providing criticism and causing doubts or positively by providing constructive

guidance and encouragement. Another challenge mentioned by teachers is time constraints.

Limited time can create pressure to meet deadlines, causing anxiety and self-doubt if students

feel that they might not finish and submit their dissertations on time. In this case, effective

time management is crucial because it helps students face the challenges posed by time

constraints. In addition, an unsupportive working environment can make students doubt

themselves and their abilities. This can make it harder for them to finish their

[Link] is why providing a supportive and encouraging environment can

fostermotivation and self-belief among students.

All the answers provided by students and teachers addressed the second research

question, which focused on identifying the factors that contribute the development and

maintenance of students’ self-belief during the dissertation process. Their answers, in turn,

confirmed the second hypothesis, which states that “Personal, environmental, and behavioural

factors contribute to the development and maintenance of students’ self-belief during the

dissertation journey.”

IV.3. Discussion of the Strategies from Students and Teachers to Enhance Self-Belief

During the Dissertation Journey

IV.3.1. Discussion of the Strategies Provided by Master 2 Students

The fourth section of the questionnaire aimed to identify which strategies students

believed could enhance their self-belief during the dissertation journey. Based on their

answers to question 17, which asked them about the strategies they use to enhance their self-

belief, setting attainable goals emerged as the top-ranked strategy with a percentage of 67.1%.
 59

Setting achievable goals is essential because it helps students maintain motivation, track their

progress, reduce anxiety, and enhance their self-belief. Another important strategy mentioned

by students is seeking support and feedback from their supervisors. Indeed, around 52.1% of

students considered seeking their supervisor’s support and feedback crucial to boosting their

self-belief. The feedback and support provided by the dissertation supervisor provide

validation, guidance, and encouragement, all of which contribute to the enhancement of

students’ self-belief. Moreover, 46.6% of students engage in positive self-talk; this

monologue helps them maintainhigh sense of self-belief. Positive self-talk helps students

affirm their strengths and abilities to achieve success. Furthermore, 32.9% celebrate small

achievements along the way, acknowledging each small progress to maintin motivation and

boost self-belief. Setting attainable goals, seeking supervisor’s support and feedback, and

celebrating small accomplishments involve behavioural actions highlighted by Bandura in his

reciprocal determinism framework, whereas engaging in positive self-talk is a personal factor

that influences students’ behaviours.

In addition to students’ strategies to enhance their own self-belief during the

dissertation journey, it is important to learn about how teachers and educational institutions

can help students develop and maintain self-belief. That is why question 18 was asked. The

results showed that the majority of students, or 69.9%, highlighted the importance of creating

a supportive academic environment. This involves ensuring that students have access to the

necessary resources and experienced people to offer feedback and guidance, and fostering

positive and respectful relationships between teachers and [Link], 65.8% of Master

2 students stressed the significance of direct support from supervisors in promoting their self-

belief. This means that constructive feedback, encouragement, and mentorship are crucial to

maintaining a high sense of self-belief and facilitating the dissertation process. Moreover,

30.1% of students suggested the organization of workshops on self-belief; this could include
 60

providing students with tools and skills to manage their self-belief. Furthermore, students

(39.7%) stressed the need for open discussions about self-belief. Promoting open dialogue

about self-belief can encourage students to share their experiences and seek and receive

advice, which can foster their self-belief. Overall, these insights highlight the pivotal role that

supervisors and universities play in supporting and building students’ self-belief through the

dissertation journey. More specifically, the findings stress the importance of environmental

factors in enhancing self-belief.

IV.3.2. Discussion of the Strategies Provided by Teachers

Question 10 in the interview was asked with the aim to find out how teachers or

dissertation supervisors foster their students’ self-belief during the dissertation journey. One

teacher encourages students to visualize or imagine themselves successfully completing their

dissertations. By visualizing themselves as future graduates who have successfully completed

their dissertations, students can maintain a positive mindset and boost their belief in their

abilities. Additionally, teachers emphasized the importance of offering guidance and support;

this includes providing resources, answering questions, and helping students during the

writing process. Providing guidance and support contributes to students’ self-belief and

success in completing their dissertations. This finding supports students’ emphasis on the

importance of support, guidance, and feedback in enhancing their self-belief. Another

technique is setting deadlines. Deadlines help students break down their dissertations into

manageable tasks. This can reduce stress, motivate them to stay focused, and enhance their

belief in their ability to complete their research projects step by step. Moreover, teachers

encourage their students to focus on putting the necessary effort. By doing so, students can

understand that success is achieved through hard work, persistence, and dedication.

Furthermore, teachers remind students that other students before them have successfully
 61

accomplished the same task. By highlighting past successes of others in completing their

dissertations, teachers can boost self-belief and minimize self-doubt.

In addition, teachers were asked to provide some advice to supervisors and educational

institutions to help students build and maintain a high sense of self-belief throughout the

dissertation process. They gave significant suggestions, for instance, encouraging students to

enjoy the process by appreciating the journey, providing continuous support and guidance,

nurturing self-belief early on, and avoiding any action that undermines students’ self-belief or

motivation. By implementing these suggestions, supervisors and educational institutions can

contribute to the development self-belief and academic success of students.

When teachers were asked to add anything else about the topic, they claimed that inner

strength is the key to success. They emphasized the importance of not neglecting the

psychological aspect of this journey,and acknowledged the responsibility of the dissertation

supervisor. By emphasizing the psychological aspect, teachers stressed the significance of

addressing students’ emotional well-being throughout the dissertation process. This includes

maintaining motivation, managing stress, and enhancing self-belief. In addition,

acknowledging the responsibility of the dissertation supervisor accentuates his/her crucial role

in guiding and supporting students throughout this process.

All these insightful responses answered the third research question about the strategies

teachers and Master 2 students use to enhance self-belief during the dissertation journey. In

addition, they confirmed the third hypothesis that “Teachers and Master 2 students likely use

various strategies to enhance self-belief during the dissertation journey.”

Conclusion

This chapter has discussed the findings of the study conducted in the department of

English at the University of Tizi-Ouzou in relation to the three objectives initially stated in the

general introduction of this dissertation. Based on Banduras’ Social Cognitive Theory, this
 62

discussion has answered all the questions stated in the general introduction and tested the

advanced hypotheses. Based on the discussion of questionnaire and interview findings, it is

evident that both Master 2 students and dissertation supervisors view that self-belief

positively influences the dissertation journey and plays a pivotal role throughout this process.

That is why they highlighted the importance of enhancing self-belief during this challenging

journey by suggesting strategies to do so.

 63

This study aimed to explore teachers’ and Master 2 students’ views on the impact of

self-belief on the dissertation journey. In addition, it endeavoured to identify the factors

contributing to the development and maintenance of self- belief throughout the dissertation

journey. Moreover, it sought to uncover the strategies employed by teachers and students to

enhance and sustain self-belief during the dissertation journey.

To reach the aforementioned objectives, address the research questions, and test the

hypotheses, a mixed-method approach for data collection and analysis was used; this enabled

a more comprehensive exploration of the topic. To collect data, an online questionnaire

consisting of nineteen questions was designed and addressed to all Master 2 students enrolled

in the Department of English at the University of Tizi-Ouzou. A total of seventy-three

students responded to the questionnaire. In addition, a mixture of face-to-face and

asynchronous online interviews were conducted with eight teachers or dissertation

supervisors. These interviews aimed to gather qualitative data and gain a deeper

understanding of teachers’ viewpoints on the topic. The study relied on Bandura’s reciprocal

determinism within his broader framework of social cognitive theory. By applying this

framework, the study aimed to understand how behavioural, personal, and environmental

factors influence students’ self-belief during the dissertation journey.

In terms of analyzing the data, the quantitative data obtained from the closed-ended

questions of the questionnaire were analyzed using descriptive statistics, such as percentages,

and presented in diagrams and tables. On the other hand, the qualitative data were analyzed

using Qualitative Content Analysis (QCA), which allowed us to identify the key themes and

patterns. The findings of the study highlighted the important role that self-belief plays during

the dissertation journey. Both teachers and students recognized the importance of self-belief

in overcoming challenges, staying focused on achieving goals, and producing quality

research. That is to say, they stressed the positive influence of self-belief on the dissertation
 64

journey. Moreover, both teachers and students emphasized that some factors like time

management, supervisor support and feedback, and the availability of resources can positively

contribute to the enhancement of self-belief throughout the dissertation journey. In addition,

teachers highlighted that incorporating some strategies can promote students’ self- belief,

such as providing constructive feedback, setting achievable goals, and creating a supportive

learning environment. The same point was shared by students, who asserted that applying

some strategies helps to sustain self-belief in themselves. The findings from both the

questionnaire and interviews emphasized the significant positive impact of self-belief,

provided evidence about the factors that could affect students’ self- belief and suggested

strategies to maintain self-belief during the dissertation journey. These outcomes validate all

three hypotheses proposed in the general introduction of this dissertation.

It is important to mention that the current study encountered several limitations. The

first limitation concerns the small sample size and the interview procedure. Due to the

teachers’ busy schedule, the interview questions were sent via email, and only five teachers

responded. Additionally, some teachers declined engaging in recorded interviews, prompting

us to rely on note-taking during the conversations. This made it challenging to capture all the

necessary responses accurately. The second limitation is that when the questionnaire was

distributed to the students, a portion of them neglected to respond, leading to challenges in

obtaining a sufficient number of participants. Since the questionnaire was distributed online

and not in person, the students responded only after receiving multiple reminders.

The present study investigated teachers’ and students’ views on the impact of self-

belief on the dissertation journey in the Department of English at the University of Tizi-

Ouzou. For further research, we recommend conducting comparative studies across different

disciplines and universities to identify any specific difference in self-belief and its impact on
 65

the dissertation journey. In addition, we recommend investigating the effectiveness of

strategies aimed at enhancing self-belief during the dissertation process.

 66

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 Appendix A

Students’ Questionnaire

Dear Master 2 students,

This questionnaire aims to gather data about your views regarding the impact of self-

belief during the dissertation journey. You are kindly requested to fill out this questionnaire.

Your honest responses are crucial in helping us gain a deeper understanding of the topic. Your

answers will be treated anonymously and will be used for research purposes only.

Instructions: please select the right answer(s) or give full answers when necessary.

Thank you for cooperation and participation.

Ms. TinhinaneMeziani and Ms. Ilham Messaoudi

Master 2 students in Foreign Language Didactics

University of Tizi-Ouzou

Section One: Personal Information

1. What is your gender?

Male

Female

2. What is your major/area of study?

Foreign Languages Didactics

Language and Communication

 General and Comparative Literature

Literature and Civilization

Literature and Interdisciplinary Approaches

Section Two: Students’ Views on the Impact of Self-belief during the

DissertationJourney

3. Do you think that self-belief contributes to your academic success?

Yes

No

4. How would you describe your overall experience working on your dissertation so far?

Very bad

Bad

Average

Good

Very good

5. How is your level of self-belief while working on your dissertation?

Very low

Low

Average

High

Very high
6. Do you think that high levels of self-belief positively influence your progress during the

dissertation journey?

Yes

No

7. If the answer is yes, on a scale of 1 to 4, how much do you think that high levels of self-

belief influence your progress during the dissertation journey?

Slightly

Moderately

Significantly

Extremely

8. Do you think that maintaining high levels of self-belief positively influences

yourmotivation and commitment to complete your dissertation?

Yes

No

Section Three: Factors Affecting Students’ Self-belief during the Dissertation Journey

9. Have you faced any challenges that negatively impacted your self-belief during your

dissertation journey?

Yes

No
10. If the answer is yes, what are the main challenges you faced? (Select all that apply)

Lack of support from my supervisor

Perfectionism and fear of failure

Anxiety and stress

Difficulty to maintain motivation

Time pressure and deadlines (Time constraints)

Other, please specify

11. According to you, what factors contribute to your self-belief during the dissertation

journey? (Select all that apply)

Support and encouragement from supervisor, peers and family

Supervisor’s feedback and guidance

Personal determination and commitment

Effective time-management

Access to academic resources and research material

Other, please specify.................................................................................................................

12. The feedback and guidance provided by my supervisor significantly affect my self-belief

in the dissertation process.

Agree

Neutral
 Disagree

13. My relationship with my supervisor and research partner is important to maintain a high

sense of self-belief.

Agree

Neutral

Disagree

14. The environment (supportive versus unsupportive) in which I work on my dissertation

impacts my self-belief.

Agree

Neutral

Disagree

15. Dedicating time to work on my dissertation, my engagement and persistence contribute to

my self-belief.

Agree

Neutral

Disagree

16. My skills in research methodology and writing abilities contribute to my self-belief in the

dissertation process.

Agree
 Neutral

Disagree

Section Four: Strategies to Enhance Students’ Self-belief during the Dissertation

Journey

17. What strategies do you use to develop and maintain your self-belief throughout

thedissertation journey? (Select all that apply)

Seeking support and feedback from my supervisor

Setting clear and attainable goals

Engaging in positive self-talk

Celebrating small achievements

Other, please specify…

18. In your opinion, how can supervisors and universities help students to build and maintain

self-belief during the dissertation journey? (Select all that apply)

Provide support to promote self-belief among students

Create a supportive academic environment

Organize workshops on self-belief

Encourage students to discuss self-belief openly

Other, please specify.................................................................................................................

19. Please feel free to add any additional insights about the role and impact of self-belief on
the dissertation journey ?

…………………………………………………………………………………………………

Appendix B:

Interview with Teachers

Dear teachers,

The present interview aims to collect data about your views on the impact of self-belief

duringMaster Two students’ dissertation journey. Your answers will be treated with

confidentiality and used only for academic purposes. We will be really thankful if you could

answer the questions.

THANK YOU IN ADVANCE FOR YOUR COOPERATION!

Ms. TinhinaneMeziani and Ms. Ilham Messaoudi.

Master 2 students in Foreign Languages Teaching and Learning

MouloudMammeri University of Tizi-Ouzou.

Q1. What type of academic degree do you hold? .....................................................

Q2. How long have you been teaching in the Department of English? ..........................

Q3. How long have you been supervising master’s dissertations? …………………..

[Link] to you, how important is self-belief for students preparing a master’s

dissertation?

…………………………………………………………………………………………………..

…………………………………………………………………………………………………...
…………………………………………………………………………………………………...

Q5. From your perspective, what impact does self-belief have on students’ overall success in

completing their dissertations journey? Please describe observed instances where self-belief

has impacted students’ success in completing their dissertations.

…………………………………………………………………………………………………..

…………………………………………………………………………………………………...

…………………………………………………………………………………………………...

[Link] to you, how can external factors or environmental influences (such as

supervisor feedback and support, the academic environment, and access to academic and

research material) influence students’ self-belief during the dissertation journey?

…………………………………………………………………………………………………..

…………………………………………………………………………………………………...

……………………………………..…………………………………………………………...

[Link] can students’ behaviours (such as managing time, actively seeking feedback, and

setting goals) shape their self-belief during the dissertation journey?

…………………………………………………………………………………………………..

…………………………………………………………………………………………………...

…………………………………………………………………………………………………...

[Link] can personal factors (such as resilience, determination, research skills, and writing

abilities) impact students’ self-belief during the dissertation journey?

…………………………………………………………………………………………………..
…………………………………………………………………………………………………...

…………………………………………………………………………………………………...

[Link] to you, what are the common challenges students face in developing and

maintaining high levels of self-belief during the dissertation journey?

.......................................................................................................................................................

.......................................................................................................................................................

.....................................................................................................................................

Q10. How do you foster self-belief in your students during the dissertation journey?

…………………………………………………………………………………………………..

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Q11. What piece of advice would you give to supervisors and educational institutions to help

students build and maintain a high sense of self-belief throughout the dissertation process?

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[Link] there anything else you would like to add about the impact of self-belief on the

students’ dissertation journey?

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Appendix C

Interview Transcripts

Q1. What type of academic degree do you hold?

Teacher A: Magister

Teacher B:Magister (Lingustics/Language Education)

Teacher C:PhD

Teacher D:Doctorate

Teacher E: Professor

Teacher F:PhD

Teacher G:Magister

Teacher H:PhD

Q2. How long have you been teaching in the Department of English?

Teacher A: More than 10 years

Teacher B:24 years

Teacher C:16 years

Teacher D:12 years

Teacher E:22 years

Teacher F:14 years

Teacher G:11 years ago

Teacher H:

Q3. How long have you been supervising master’s dissertations?

Teacher A: About 9 years

Teacher B:About 15 years (LMD adoption in Algeria)

Teacher C:10 years

Teacher D:12 years

Teacher E:10 years, since 2014 when the first group was launched

Teacher F:13 years

Teacher G:5 years

Teacher H:14 years

Q4. According to you, how important is self-belief for students preparing a master’s

dissertation?

Teacher A: Self-belief is important for students preparing a masters’ dissertation. It

influences their motivation. When students believe in their abilities to tackle the challenges of

their dissertation, they are more likely to do their best even when faced with obstacles. Also,

completing a masters’ dissertation requires perseverance and tenacity. Self- belief provides

the strength needed to persevere through the long hours of research, writing, and revision that

are characteristic of the dissertation process.

Teacher B:Self-belief is important in all endeavours and all fields. However, in the academic

domain, where research work is dotted with obstacles, self-belief is the core ingredient for

success. Many a student give up after a short period of time because they lack self-belief and,

sometimes, even self-esteem.

Teacher C:A Master dissertation is an academic work. Therefore, this has nothing to do with

the person of the student itself

Teacher D:Positive personal views can help in the process of research

Teacher E:I guess it can help them shape their vision of themselves and of their academic

environment

Teacher F:I think it is very important, because the more you believe in yourself the better the

results are going to be

Teacher G:It is important to start a dissertation with it, sometimes low self-belief brings

barriers, but self-confidence is very crucial during this journey

Teacher H:No response provided

Q5. From your perspective, what impact does self-belief have on students’ overall success in

completing their dissertations journey? Please describe observed instances where self-belief

has impacted students’ success in completing their dissertations.

Teacher A: Self-belief plays a significant role in students; overall success in completing their

dissertation journey because it makes them conduct their dissertation journey with enthusiasm

and confidence. Also, throughout the dissertation process, students can meet various

challenges, such as difficulty with research methods, data analysis, or literature review. Those

with self-belief are better equipped to face these challenges because they view them as

opportunities for growth rather than insurmountable obstacles.

Teacher B:Theimpact of self-belief is that when the student really believes that the project

can completed, they will find the ways to overcome potential obstacles. As a supervisor for

more than 15 years, I noticed that most of the Master’s students who handed in their final

version of the dissertation after ten months of work lacked self-belief. This happened to them

because they mistrusted their abilities. In sum, when a student lacks self-belief, they rely on

the supervisor for every trivial difficulty, and this prevents them from achieving things in

time.

Teacher C:I am not sure what self-belief is but I can recall the case of one of my students

who alone had struggled to fulfil his master research. Many times, his work was rejected but

he did not give up and defended publically his work.

Teacher D:Teachers can orient their students to have this inner strength in order to survive

the journey of research in writing, in presenting their work...etc.

Teacher E:Well, having supervised more than 30 dissertations, I noticed that self-

beliefcontributes a lot to students’ self-image and influence their achievements. When they

have high self-belief, they are more motivated and achieve better.

Teacher F:I have to say that the students who believe more in themselves, they are going to

succeed or the journey itself is going to be much easier and enjoyable, and you know the more

you enjoy doing something, the better are going to be the results, unlike anxious students who

are struggling with themselves instead struggling with the work

Teacher G:For example, in Literature fields, it is very subjective, i always tell them that it is

better for them to bring themes than me, it is important to defend your view, they know that

they master their field, and that has a huge impact on their self-belief

Teacher H:Actually,we are at the university, so every student reaching this level is supposed

to be or to have self-confidence or certain qualities that are very important

Q6. According to you, how can external factors or environmental influences (such as

supervisor feedback and support, the academic environment, and access to academic and

research material) influence students’ self-belief during the dissertation journey?

Teacher A: Positive and constructive feedback from supervisors can help students feel more

confident by validating their efforts and progress. Thus, Students can develop confidence in

themselves when they have a supervisor who is encouraging and helpful, who can reassure

them of their skills and help them overcome obstacles. Lack of support could damage their

self-esteem.

Teacher B:When a student really believes that they can succeed in spite of obstacles,

setbacks or mistakes, they will work hard to attain their final objective. On the contrary, when

a student suffers from the lack of self-confidence and self-fulfilment, they have a tendency to

find the reason for their failure in the external factors such as the academic environment, the

supervisor, etc.
Teacher C:Nowadays, academic environment and access to research material are easy. As for

the supervisor feedback, it can be said to be of some importance but I personally think that

theory would dictate the plan, and when the plan is designed, writing the dissertation is easier

Teacher D:All the external factors can help a lot, we can mention the teachers,parents,

friends, project partner, the topic .... etc.

Teacher E:What a complex question!!! I think that all what you call external factors have

impacts on students’ achievements. Contexts that are more cooperative help students to

succeed.

Teacher F:The environment has an important role, if you have and easy access to different

works, documentation, supervisor, even to the lab of the university or institution, I think that

all these factors would help and have an impact that can be both negative and positive, when

you can easily access to all those and that the environment is helping you to do the research of

course your self-belief is going to be higher, and when the environment does not help or push

you to do the work, you can be very motivated at the beginning but you can become less

motivated due to some circumstances

Teacher G:It is very important to have a spirit of a supervisor to help, guide, and support

students during the dissertation journey, all external factors matter, they can impact students’

self-belief both negatively and positively, it depends on the environment

Teacher H:I have been supervising students for 14 years, i have noticed that the more you are

very helpful to students, the more you make students at ease, the more respectful you are, the

more... the more students become confident. It is the mixture of all these factors that can

improve self-confidence of the students

[Link] can students’ behaviours (such as managing time, actively seeking feedback, and

setting goals) shape their self-belief during the dissertation journey?

Teacher A: Effective time management is essential for success during the dissertation

journey. Students who manage their time by setting realistic goals,dividing work into

manageable tasks, and adhering to deadlines are more likely to experience a sense of

accomplishment and confidence in their abilities.

Teacher B:Up to you to find an answer to this question . . . This is part of your research

work!

Teacher C:Do not seek feedback if you have theory assimilation and comprehensiveness is

mastered

Teacher D:Time management can help the students, they need to have a preliminary outline

to divide tasks with their project partners, regular discussions with their supervisor are going

to build their self-confidence

Teacher E:Well, I guess this is different from one person to another. Students have different

learning styles and working strategies. But still, self-discipline and good time management

always help.

Teacher F:Well, it depends on the students how they do perceive things, because some

students who perceive this as a challenge and others will perceive this as an obstacle

Teacher G:When you know you have the right topic, you will do it and whenever students

know what they are doing, it is easy

Teacher H:I had experience of supervising and I have noticed that whenever students who

are less motivated, do not only lose their self-confidence, but also their time, and it is very

disturbing for the supervision process, while on the other hand, students who are really

motivated, finish at appropriate time and they do listen to the positive feedback and improve

themselves

Q8. How can personal factors (such as resilience, determination, research skills, and writing

abilities) impact students’ self-belief during the dissertation journey?

Teacher A: Strong written communication skills can have a big influence on students’ self-

belief. This means that strong writing abilities gives confidence in students, allowing them to

express themselves clearly and persuasively in their dissertations.

Teacher B:Up to you to find an answer to this question . . . This is part of your research

work!

Teacher C:Student must only pursue that objective of fulfilling one’s master dissertation

Teacher D:Research skills and strategies help a lot in addition to their motivation that can

add more persistence and overcome their challengers and weaknesses

Teacher E: I can’t tell for sure as this is different from one student to another but a good

mastery of the writing skill is always a bonus.

Teacher F:This is very important, because you cannot believe in yourself on the basis of

nothing, if you want to have much more self-esteem, much more self-confidence you need to

develop your skills

Teacher G:Poor methodology or writing skills are real barriers to some students, sometimes

students do not accept critics and this is problematic, when i say that you have to believe me,

to improve yourself, when i have a student who is aware of his lack of self-belief, it facilitates

the touch

Teacher H:Actually, I am supervising four binomials, and I have noticed that those who have

really good writing skills are more confident because they are never afraid of my own

feedback, they are open to criticism and they do improve themselves each day

Q9. According to you, what are the common challenges students face in developing and

maintaining high levels of self-belief during the dissertation journey?

Teacher A: Receiving negative feedback or criticism, whether from supervisors, can

discourage students. Lack of constructive feedback may undermine students’ confidence in

their abilities and their belief in the value of their work, leading to self-doubt and

discouragement.

Teacher B:Up to you to find an answer to this question . . . This is part of your research

work!

Teacher C:Resilience and tenaciousness. Student ought to withstand challenges

Teacher D:The time constraints can help a lot and teach all the skills of research in addition

to the spirit of competition and team work because they share these challenges with their

project partner

Teacher E:.I guess it all depends on the research experience itself, whether it’s straight

forward or rather full of obstacles

Teacher F:It can be related to the question talking about environment, if the environment is

supporting you or not

Teacher G:They are their own challenges, try not to lose the connection, motivation,

everyday life is about challenges, so just go with the flow of life, I believe in discipline not

motivation.

Teacher H:This journey is very short, as English people say “when there is a will, there is a

way” so, when you are will to take the lead of those who are good, the way becomes very

clear and easy, whenever you face difficulties, you have just to remember that you need just

to work and rework to make it easy

Q10. How do you foster self-belief in your students during the dissertation journey?

Teacher A: Offer guidance to students. Equip them with the tools, knowledge, and support

they need to succeed academically and personally during the dissertation journey.

Teacher B:I usually try to foster self-belief in my students by giving positive feedback even

when the work they hand in for correction is not satisfying. I think that the purposes of

feedback are to motivate students, to encourage student autonomy and to help students
understand what their problems are and how they can improve their work. Here is an example

of feedback that I give to my students: “Well done. That’s much better than last time. You

really thought about how to write an introduction, but there are a few problems with

punctuation...”

Teacher C:No response provided

Teacher D:Using the technique of projection (they see themselves as future graduates) in

addition to many strategies as positive associations

Teacher E:I just let them be themselves knowing that they have different personalities and

different learning styles. I try however to motivate them and make the research experience an

opportunity to show their potential.

Teacher F:I try to use some strategies and i do set deadlines, i try to explain for them right

the beginning that this journey must be enjoyable and enjoy the learning process, it is through

the difficulties and challenges that we can learn, and once you do it, you will be satisfied

experiencing this

Teacher G:You can do it, people before you did it, it takes work that is all

Teacher H:No response provided

Q11. What piece of advice would you give to supervisors and educational institutions to help

students build and maintain a high sense of self-belief throughout the dissertation process?

Teacher A: Provide continuous support. Create opportunities for collaboration. Offer

constructive feedback.

Teacher B:Up to you to find an answer to this question and include it in the conclusion of

your dissertation.

Teacher C:No response provided

Teacher D:supervisors and educational institutions should give importance to self-belief,

self- confidence, personality, psychology, self-development .... etc.

Teacher E:Provide a suitable working context and facilities.

Teacher F:I keep saying to my students, that you must enjoy the process, whatever the

challenges you may face and whatever the difficulties you can cross, it is the learning process

that matters, make mistakes it is okay, you are a learner.

Teacher G:I am fan believer that self-belief comes before dissertation journey, i wish it is

done at the level of high school, some students are victims of some teachers, it is not allowed

to hurt students in my opinion it is a sense of relationship for me, never ever break the

students’ spirit

Teacher H:Every high level comes from reading, means that whatever they are surrounded

with, make positive use of it, it will contribute to the reaching of their level, but if they take it

negatively, it will affect them, I do believe that it is the contribution of the supervisor and the

student, we all know that mutual respect and contribution can do a lot

[Link] there anything else you would like to add about the impact of self-belief on the

students’ dissertation journey?

Teacher A: No response provided

Teacher B:I may add that your questions in this ‘interview’ do not address the supervisor’s

experiences with students conducting a research work. The answers to your questions can be

found in your review of the literature + theoretical underpinnings . . . They can be found in

the literature that revolves around educational psychology. You should, for example, ask

supervisors about the number of students they have supervised, the discussions they have had

with their students, percentages of success/failure/lack of self-confidence, etc... And then you

interpret those practical things to inform your dissertation. In a word, the teachers are not

forcibly psychologists, and their job is to help students to write properly, but not to study their

personality features.

Teacher C:No response provided

Teacher D:The key to all challenges is your inner force

Teacher E:Well, I always tell my students to do their best and be honest with their research.

Teacher F:There are some teachers who neglect the psychological aspect at the university

level, thinking that students are old enough, mature enough to manage themselves but they are

not, they do need us

Teacher G:Always go smoothly, students should be accept critics, leave some space to

hedging, and keep this type of mindset “perhaps I am wrong”

Teacher H:I will just say that one of the most difficult things I did and I try to do is

supervision, because I am not the kind of teachers taking pride at the end of the viva if the

students get 17 or 16, I believe that it is my own duty to leave them through the clearest way

possible to the end of it, I tell them in your free time you are a Tik-tok and YouTube user so

try to use them positively and learn from them. I tell them to look for previous dissertations.
General Introduction
 Chapter One :
Review of the Literature
 Chapter Two:
Research Design and Methodology
 Chapter Three:
Presentation of the Findings
 Chapter Four:
Discussion of the Findings
General Conclusion
References
Appendices