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題名:
學業自我概念與英語能力之相關研究:縱貫性的觀點
書刊名:
人文社會科學研究
作者:
劉慧如
作者(外文):
Liu, Hui-ju
出版日期:
2010
卷期:
4:1
頁次:
頁1-12
主題關鍵詞:
學業自我概念
;
英語能力
;
語言學習
;
Academic self-concept
;
English proficiency
;
Language learning
原始連結:
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相關次數:
被引用次數:期刊(
1
) 博士論文(0) 專書(0) 專書論文(0)
排除自我引用:
1
共同引用:
2
點閱:29
本研究主要目的為以縱貫性的觀點分析臺灣的大學生的學業自我概念與其英語能力之間的相關。樣本為101位被編入不同能力等級修習英文課程的EFL大一新生。他們除了於學年初及學年末接受學業自我概念量表的測驗之外,並且完成中級GEPT聽力與閱讀測驗。積差相關與迴歸分析的使用是在探究下列研究問題:(1)學業自我概念與英語能力是否於學年前後都存在著顯著的相關?(2)學生先前的學業自我概念是否能有效地預測他們日後的英語表現?(3)學生先前的英語能力是否能有效地預測他們日後的學業自我概念?研究結果顯示EFL學生的學業自我概念與其英語能力之間有著顯著的相關,這兩變數於學年前後都屬中度相關(分別是.516和.429)。此外,學年初所測得的學業自我概念可作為學生日後英語表現的顯著預測變項,同樣的,學生先前的英語表現亦對日後的學業自我概念具有顯著的預測力。學業自我概念的兩個主要構成要素中,學業上的努力比學業自信心對於預測學生日復英語表現有更顯著的貢獻,而對於學生日後學業自我概念的預測,聽力能力是比閲讀能力更好的預測變項。研究結果證實學業自我概念與英語能力之間的關係是相互影響的。
以文找文
This study intends to examine the relationship between student perceptions of academic self and English proficiency among university students in Taiwan from a longitudinal perspective. The subjects included 101 EFL freshmen assigned to different ability level classes for English instruction. They were not only assessed for their academic self-concept but also administered intermediate level GEPT listening and reading tests twice, at the start and end of their first academic year. Correlational and multiple regression analyses were conducted to ascertain (1) whether academic self-concept is significantly related to English proficiency both at the beginning and the end of the academic year, (2) whether students' prior academic self-concept scores can significantly predict their subsequent English performance assessed after a period of one academic year, and (3) whether students' prior English proficiency scores are able to significantly predict their subsequent academic self-concept near the end of the school year. The findings reveal that these EFL students' academic self-concept and their language proficiency are significantly correlated. Moderate Pearson correlations between these two variables were obtained both at the beginning and end of the academic year (.516 and .429 respectively). Further, students' prior academic self-concept measured at the beginning of the first semester served as a significant predictor of subsequent English performance. Likewise, prior English performance significantly contributed to the prediction of subsequent academic self-concept. Of the two major factors of academic self-concept, academic effort contributed more to the prediction of subsequent language performance than academic confidence. Student listening proficiency served as a better predictor of subsequent academic self-concept than reading proficiency. The findings establish a mutual relationship between the students' domain-specific academic self-concept and their language proficiency.
以文找文
期刊論文
1.
劉慧如(20091000)。Exploring Changes in Academic Self-Concept in Ability-Grouped English Classes。長庚人文社會學報,2(2),411-432。
2.
Guay, F.、Marsh, H. W.、Boivin, M.(2003)。Academic self-concept and academic achievement: Developmental perspectives on their causal ordering。Journal of Educational Psychology,95(1),124-136。
3.
Marsh, H. W.、Relich, J. D.、Smith, I. D.(1983)。Self-concept: the construct validity of interpretations based upon the SDQ。Journal of Personality and Social Psychology,45(1),173-187。
4.
Muijs, R. D.(1997)。Predictors of academic achievement and academic self–concept: A longitudinal perspective。British Journal of Educational Psychology,67,263-277。
5.
Liu, W. C.、Wang, C. K. J.、Parkins, E. J.(2005)。A Longitudinal Study of Students' Academic Self-Concept in a Streamed Setting: The Singapore Context。British Journal of Educational Psychology,75,567-586。
6.
Marsh, H. W.、Parker, J. W.(1984)。Determinants of Student Self-Concept: Is It Better to Be A Relatively Large Fish in A Small Pond Even If You Don't Learn to Swim As Well?。Journal of Personality and Social Psychology,47(1),213-231。
7.
Bong, M.、Clark, R. E.(1999)。Comparison between self-concept and self-efficacy in academic motivation research。Educational Psychologist,34(3),139-153。
8.
Chapman, J. W.、Tunmer, W. E.(1997)。A longitudinal study of beginning reading achievement and reading self-concept。British Journal of Educational Psychology,67,279-291。
9.
Kurtz-Costes, B. E.、Schneider, W.(1994)。Self-concept, attributional beliefs, and school achievement: A longitudinal analysis。Contemporary Educational Psychology,19(2),199-216。
10.
Marsh, H. W.、Hau, K.-T.、Kong, C.-K.(2002)。Multilevel causal ordering of academic self-concept and achievement: Influence of language of instruction (English compared with Chinese) for Hong Kong students。American Educational Research Journal,39(3),727-763。
11.
Choi, N.(2005)。Self-efficacy and self-concept as predictors of college students' academic performance。Psychology in the Schools,42(2),197-205。
12.
Marsh, H. W.、Byrne, B. M.、Shavelson, R. J.(1988)。A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement。Journal of Educational Psychology,80(3),366-380。
13.
Shavelson, Richard J.、Hubner, Judith J.、Stanton, George C.(1976)。Self-concept: Validation of construct interpretations。Review of Educational Research,46(3),407-441。
14.
Marsh, H. W.、Yeung, A. S.(1997)。Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data。Journal of Educational Psychology,89(1),41-54。
15.
Corbiere, M.、Fraccaroli, F.、Mbekou, V.、Perron, J.(2006)。Academic Self-Concept and Academic Interest Measurement: A Multi-Sample European Study。European Journal of Psychology of Education,21,3-15。
16.
Green, J.、Nelson, G.、Martin, A. J.、Marsh, H.(2006)。The Casual Ordering of Self-Concept and Academic Motivation and Its Effect on Academic Achievement。International Education Journal,7(4),534-546。
圖書
1.
Phye, G. D.(1997)。Handbook of classroom assessment: Learning, achievement, and adjustment。San Diego, CA:Academic Press。
2.
Suls, J.(1993)。Psychological Perspectives on the Self。Hillsdale, NJ。
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