Self-efficacy and self-concept as predictors of language learning achievements in an Asian bilingual context
Refereed conference paper presented and published in conference proceedings


摘要This study investigated the relationships between students’ self-beliefs (i.e., self-efficacy and self-concept) for learning languages and students’ academic achievement in learning English and Chinese. The participants were 1,092 eighth to eleventh graders from four Hong Kong secondary schools. They completed questionnaires reporting their self-beliefs (i.e., self-efficacy and self-concept) and academic results for Chinese and English. Results indicated that Chinese self-efficacy and self-concept were significant predictors for Chinese language achievement. English self-efficacy and self-concept predicted both students’ English and Chinese academic achievements. The results provide some support for both the domain specificity of self-efficacy, and the internal frame of reference effect. There is also support for the notion that learning English facilitates the learning of Chinese but not the other way around.
著者Chao Chih Nuo Grace, McInerney Dennis M., Bai Barry
會議名稱2017 American Educational Research Association (AERA) Annual Meeting
會議地點San Antonio, Texas
關鍵詞Self-efficacy, self-concept, academic achievement, language learning

上次更新時間 2018-17-05 於 12:54