scholarly journals Interrelationships of motivation, self-efficacy and self-regulatory strategy use: An investigation into study abroad experiences

System ◽  
2020 ◽  
Vol 93 ◽  
pp. 102300
Author(s):  
Mirosław Pawlak ◽  
Kata Csizér ◽  
Amy Soto
Keyword(s):  
Study Abroad ◽  
Self Efficacy ◽  
Strategy Use ◽  
Regulatory Strategy

Do students' self-efficacy beliefs moderate the effects of performance goals on self-regulatory strategy use?

2004 ◽  
Vol 24 (2) ◽  
pp. 231-247 ◽  
Author(s):  
Ivar Bra˚ten * ◽  
Marit S. Samuelstuen ◽  
Helge I. Strømsø
Keyword(s):  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Strategy Use ◽  
Performance Goals ◽  
Regulatory Strategy

The Impact of Study Abroad on Students' Self-Efficacy Perceptions

2012 ◽  
Vol 45 (4) ◽  
pp. 494-511 ◽  
Author(s):  
Jorge H. Cubillos ◽  
Thomas Ilvento
Keyword(s):  
Study Abroad ◽  
Self Efficacy ◽  
The Impact

Language learning strategy use in context: the effects of self-efficacy and CLIL on language proficiency

2020 ◽  
Vol 58 (2) ◽  
pp. 195-220
Author(s):  
Nils Jaekel
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
Self Efficacy ◽  
Structural Equation ◽  
Negative Impact ◽  
Strategy Use ◽  
Efl Students ◽  
The Impact

AbstractLanguage learning strategies (LLS) are suggested to facilitate learning and support learner autonomy. The integration of content and language in foreign language education increases the cognitive work load. Furthermore, self-efficacy has been identified as a key predictor for strategy use and language achievement. The present study aimed to (1) investigate LLS use in content-based versus traditional foreign language environments and (2) assess the impact LLS use and self-efficacy have on language proficiency. Participants were Year 9 Content and Language Integrated Learning (CLIL) and regular English as a foreign language (EFL) students (N=378) in Germany. Structural equation modelling, controlling for a range of confounding variables, showed that (1) there was no difference in LLS use between CLIL and EFL students. (2) LLS use had a negative impact while self-efficacy predicted higher language proficiency. These results suggest that students may best be supported by enhancing their self-efficacy while they should carefully choose their strategies.

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