نگرش دانشجویان خارجی رشته زبان و ادبیات فارسی در دانشگاه‌های خارج از کشور (تحلیل خودکارآمدی تحصیلی، انگیزش و نگرش به رشته تحصیلی و آینده شغلی)

This study examines the attitudes of international students from various nationalities toward the field of Persian literature by analyzing four variables: academic self-efficacy, motivation, attitude toward the field of study, and career prospects. The research participants included students of Arabic, Turkish, Chinese, and Kurdish nationalities who were studying Persian language and literature at universities outside Iran. The research instrument consisted of a four-part questionnaire: the 2005 Dornyei motivation questionnaire adapted from Iwaniec and Khaled (2024), the academic self-efficacy questionnaire adapted from Sheila et al. (2019), and the attitude toward the field of study and career prospects questionnaire adapted from Tarverdizadeh et al. (2024).The overall statistical analysis results indicated that, across all hypotheses examined, Chinese students exhibited the highest correlation, while Arabic-speaking students showed the lowest correlation. This finding suggests a favorable academic environment in Chinese universities and a need for motivational activities in Iraqi universities. Additionally, the study's findings reveal that Kurdish students demonstrated the highest correlation in all four variables (motivation and attitude toward the field of study, students' attitudes and academic self-efficacy, students' attitudes toward career prospects and academic self-efficacy). Turkish-speaking students showed the highest correlation in three variables (attitude toward the field of study and career prospects, motivation and career prospects, ideal self-concept, attitude toward education and career prospects, and academic self-efficacy). Educational policymakers can enhance these examined variables by incorporating educational psychology-related activities.
Extended Abstract:
Introduction
 Enhancing the global position of Persian language and literature depends on evaluating the quality of education and the attitudes and experiences of international students, particularly those studying abroad. These students play a vital role in promoting Persian language and culture in their future careers. A key approach to improving educational quality is understanding students’ attitudes and individual traits related to their academic experience. Positive perceptions of one’s field of study and future career prospects are linked to stronger motivation, academic self-efficacy, and better performance. Academic self-efficacy is a central aspect of students’ educational experience, with higher levels contributing to motivation, academic success, and personal development. Conversely, low self-efficacy may lead to disengagement and increased risk of dropout. Overall, greater academic satisfaction fosters motivation, confidence, psychological well-being, and a sense of achievement among students. Academic self-efficacy is a critical component of students' educational experience. High levels of self-efficacy and academic satisfaction are associated with increased motivation, improved academic performance, and personal development. Conversely, low levels may lead to disengagement and a higher risk of academic dropout. For students, greater satisfaction with their studies enhances learning motivation, boosts confidence, fosters a sense of achievement, and contributes to psychological well-being and personal growth. This study aims to explore the relationship between academic motivation, attitudes toward the field of study and future career prospects, and academic self-efficacy among international students of Persian literature. The participants are from diverse national backgrounds and are studying at universities across several countries, including China, Turkey, Iraq (Arabic-speaking students), and the Kurdistan Region of Iraq (Kurdish-speaking students). The analysis provides insights into the current status of Persian language and literature programs in these contexts and the perspectives of enrolled students. Given the growing need to attract more international students across academic disciplines—especially in Persian language and literature—and the increasing importance of international academic cooperation, understanding the individual characteristics and attitudes of foreign students is essential. Such insights can help identify existing challenges and guide efforts to improve the current state and achieve desirable educational outcomes.
Research Methodology
This study is a survey-based, applied research project employing a field study approach. The central research question investigates the relationship—based on nationality and place of study (Arabic, Turkish, Chinese, and Kurdish)—between four key variables: students' attitudes toward the Persian language and literature program, their perceptions of future career prospects, academic motivation, and academic self-efficacy. The primary data collection instrument was a composite questionnaire consisting of three standardized Likert-scale instruments:
The Motivation Questionnaire, adapted from Iwaniec and Khalid (2024), The Academic Self-Efficacy Questionnaire, adapted from Sheila et al (2019) ;The Attitude Toward Field of Study and Career Prospects Questionnaire, adapted from Tarverdizadeh and Taghipour (2024)  .To ensure validity, content and face validity techniques were employed, and the instruments were reviewed and confirmed by subject-matter experts. Reliability was assessed using Cronbach’s alpha, yielding a coefficient of 0.905, indicating high internal consistency.The study population consisted of 375 Persian literature students from four national backgrounds: Chinese, Arabic, Turkish, and Kurdish. Participants were selected through convenience sampling. In China, participants were enrolled at Jilin International Studies University, Beijing Foreign Studies University, Shanghai International Studies University, Xi’an International Studies University, and Shihezi University. In Turkey, students were from Atatürk University. In the Kurdistan Region of Iraq, participants studied at Soran University, Salahaddin University-Erbil, and Nawroz University. In Iraq, students were from the University of Baghdad and the University of Kufa.After the questionnaires were completed, inferential statistical methods were used for data analysis. Due to the presence of both positively and negatively worded items, all responses were aligned using a recoding process to ensure consistency.
Results
The results of the correlation analysis revealed a significant positive relationship among all hypotheses across the four student groups of different nationalities. However, the strength of these correlations varied between the groups. Overall, the analysis showed that Chinese students demonstrated the highest levels of correlation across the studied variables, while students of Arabic nationality exhibited the lowest. Specifically, significant correlations were observed between variables such as:Students’ attitudes toward their field of study and their career prospects; Motivation and attitudes toward their field of study; Motivation and academic self-efficacy; Career prospects and academic self-efficacy. Among these, Chinese students showed the strongest correlations, while Arabic-speaking students showed the weakest. Further analysis revealed that Kurdish students exhibited strong correlations across all four variables: motivation and attitudes toward the field of study, attitudes and academic self-efficacy, attitudes toward career prospects and self-efficacy. Turkish-speaking students also showed relatively strong correlations across three of the variables: attitudes toward the field of study and career prospects, motivation and career prospects, and self-perception and academic self-efficacy. Among Chinese students, the highest correlation was found between their motivation and their attitudes toward future career prospects. Conversely, the lowest correlation was observed between motivation and attitudes toward the field of study. A similar pattern was noted among Arabic-speaking students, where the highest correlation was between motivation and career attitudes, and the lowest between motivation and attitudes toward the field of study.
Conclusion
Based on the findings of this study, enhancing educational programs and expanding career opportunities appear essential for improving foreign students’ attitudes toward the Persian language and literature program, as well as boosting their academic motivation and self-efficacy. Curriculum development, revision of course content, enhancement of internship opportunities, and alignment of academic programs with labor market demands are critical measures. Moreover, student admissions based on societal needs and creating favorable employment conditions can significantly increase students’ satisfaction with their academic field and future career prospects.
Acknowledgment
The authors of this article would like to appreciate and thank all those who somehow contributed to this research with their time and best efforts.
 Conflict of Interest
The authors have no conflicts of interest to declare.