Effects of self-regulated learning strategy use on motivation in EFL writing: A comparison between high and low achievers in Hong Kong primary schools

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Wenjuan Guo ◽  
Barry Bai
Keyword(s):  
Hong Kong ◽  
Self Efficacy ◽  
Primary Schools ◽  
Strategy Use ◽  
Low Achievers ◽  
High Achievers ◽  
Equation Modeling ◽  
Self Monitoring ◽  
Efl Writing ◽  
High Level

AbstractThis study aimed to explore the effects of SRL strategy use on primary school students’ motivation (i.e. self-efficacy and interest) in EFL writing and to compare the differences in such effects between high and low achievers. Participants were 374 4th graders in Hong Kong. Results of t-tests indicated that the high achievers reported significantly a higher level of SRL strategy use (i.e. planning, self-monitoring, and revising) and motivation (i.e. self-efficacy and interest) in EFL writing than their low-achieving peers. Results of two-group structural equation modeling (SEM) indicated that the high achievers’ motivation increased through the use of planning and self-monitoring strategies in writing, while the low achievers’ motivation increased through the use of self-monitoring and revising strategies. The high achievers showed a high level of self-efficacy and the low achievers a low level. However, both groups of students did not show a high level of interest in EFL writing. Implications for future research and English teachers to improve students’ motivation in writing through use of SRL strategies are discussed.

Perceptions of Effectiveness of Rewards and Punishments: A Comparison of High- and Low-Achievers in Secondary School

1992 ◽  
Vol 15 (1-2) ◽  
pp. 56-70
Author(s):  
Sam Winter ◽  
Leung Yuk-Wah ◽  
Ma Kwai-Heung
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Low Achievers ◽  
High Achievers ◽  
Junior Secondary School ◽  
Initial Analysis ◽  
Junior Secondary ◽  
Research Findings ◽  
High Level ◽  
High Degree

Two Hong Kong studies are described which investigate the perceptions of junior secondary school pupils (high- and low-achieving) concerning the effectiveness of rewards and punishments. Both studies employ versions of Caffyn’s questionnaire. Initial analysis reveals that (a) there is a relationship between disaffection and achievement, and (b) pupils of both achievement levels have more favourable perceptions regarding the effectiveness of rewards than they do of punishments. A focus on the relationships between achievement and perceptions reveals that (c) high-achievers perceive a large number of rewards as more effective than do low-achievers, (d) low-achievers perceive very few other rewards as being more effective than do high-achievers, and (e) the situation is a little more balanced for punishments. The paper includes a discussion regarding particular reward and punishment items perceptions about which differentiate low-and high-achievers. Finally, it is noted that there is a high level of consistency between findings in the two studies reported in this paper. Where it is possible to make comparisons with other research findings from Hong Kong and elsewhere, a high degree of agreement between such findings is found.

Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong

2019 ◽  
pp. 136216881985992 ◽  
Author(s):  
Barry Bai ◽  
Wenjuan Guo
Keyword(s):  
Primary School ◽  
Self Efficacy ◽  
Growth Mindset ◽  
Strategy Use ◽  
Low Achievers ◽  
High Achievers ◽  
Primary School Students ◽  
School Students ◽  
English Writing ◽  
Self Regulated Learning

This study was to examine the individual differences in primary school students’ motivation (i.e. growth mindset, self-efficacy, and interest), self-regulated learning strategy use in English writing and the relationships between motivation, strategy use and English writing competence. Participants were 523 4thgrade primary school students in Hong Kong. Although the findings showed a general pattern that the high achievers reported higher levels of motivation (i.e. growth mindset, self-efficacy, and interest) and self-regulated learning (SRL) strategy use than the average achievers, who in turn outperformed the low achievers, all the students showed quite a low level of interest in English writing. Interestingly, motivation impacted SRL strategy use very differently for students of different writing competence groups on the whole. Three-group Structural Equation Modelling (SEM) suggested that growth mindset had the strongest and most significant correlations with all students’ use of SRL strategies. However, interest and self-efficacy had different relationship patterns with SRL strategy use among the high, average and low achievers. Interest had no significant relations with the high achievers’ SRL strategy use, while self-efficacy had no significant relations with the low achievers’ SRL strategy use. Implications for English teachers to improve differentiated instruction are discussed.

scholarly journals First-Year Students’ Academic Self-Efficacy Calibration: Differences by Task Type, Domain Specificity, Student Ability, and Over Time

2020 ◽  
Vol 11 (2) ◽  
pp. 109-121
Author(s):  
Kate Talsma ◽  
Kimberley Norris ◽  
Benjamin Schüz
Keyword(s):  
Self Efficacy ◽  
Task Type ◽  
Low Achievers ◽  
Domain Specificity ◽  
High Achievers ◽  
First Year ◽  
Achievement Level ◽  
Academic Self Efficacy ◽  
Over Time ◽  
Task Level

This research explored whether academic self-efficacy calibration (the match between self-efficacy beliefs and academic outcomes) in first-year psychology students (n=197) differed as a function of task type (written assignment/multiple-choice exam), domain specificity (task level/subject level), over time (mid-semester/end of semester) and according to student achievement level (high achievers/low achievers). Lower-achieving students were overconfident across both the written assignment and the exam, while higher-achieving students were accurately calibrated on both tasks. The subject-level calibration of lower-achieving students improved between mid-semester and the end of semester (though students remained overconfident). Higher-achieving students’ subject-level calibration remained stable over the semester, and they were about half as overconfident as the lower-achieving students. Both groups of students were more overconfident at subject-level than at task-level overall. On the whole, overconfidence was prevalent, especially for low achievers, and at subject level. Findings suggest that a one-size-fits-all approach to self-efficacy is unlikely to be beneficial for all learners.

scholarly journals Exploring L2 Listening Instruction, Self-Efficacy, and Strategy Use: A Mediation Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
Jian Xu ◽  
Jason Fan ◽  
Kaizhou Luo
Keyword(s):  
Self Efficacy ◽  
Structural Equation ◽  
Self Regulation ◽  
Strategy Use ◽  
Equation Modeling ◽  
Mediating Role ◽  
Listening Instruction ◽  
Based Instruction ◽  
L2 Listening

This study aims to investigate different types of English listening instruction, listening self-efficacy, and listening strategy use, particularly the mediating role of self-efficacy between listening instruction and strategy use. We first examined the types of L2 instruction being employed in English as a Foreign Language (EFL) listening classrooms and then we looked into the relationships between L2 listening instruction, listening self-efficacy, and listening strategy use. The results of exploratory factor analysis demonstrated four types of English listening instruction: process-based instruction, comprehension-based instruction, self-regulation-based instruction, and strategy-based instruction. The results of structural equation modeling showed that listening self-efficacy mediated the relationship between strategy-based instruction and listening strategy use, and self-regulation-based instruction and listening strategy use. This study has implications for understanding the effectiveness of different listening teaching practices in enhancing self-efficacy and strategy use.

Wybrane zasoby osobiste a nasilenie symptomów depresyjnych u dzieci ? badanie pilotażowe

2018 ◽  
Vol 21 (4) ◽  
Author(s):  
Monika Spotoń-Wydra
Keyword(s):  
Depressive Symptoms ◽  
Locus Of Control ◽  
Self Efficacy ◽  
Primary Schools ◽  
Age Of Onset ◽  
Sense Of Self ◽  
Sense Of Control ◽  
High Level ◽  
Internal Sense ◽  
The Impact

Introduction. Depression is one of the most serious mental problems in children and adolescents. Over recent years, there has been an increase in the incidence of depression and a reduction in the age of onset of the first symptoms of the disease. Aim. To investigate the relationship of the locus of control and a sense of self-efficacy with the intensity of symptoms depression in children. Material and methods. The study was designed for 45 students (24 boys and 21 girls) attending the 5th grade primary school. Each child completed the Children’s Depression Inventory (Kovacs), Scale Sense of Personal Competence (self-efficacy) (Juczyński) and the Scale of Locus of Control ? Primary Schools (Mathiak, Seget, Karzel). Pearson’s were conducted to investigate correlation the variables with the intensity of depressive symptoms. Results. The prevalence rate of depressive symptoms in the group of investigate children was high and amounted to 37.8%. Both variables remained in correlation to the intensity of childhood depression. It was found that as the internal sense of control increased, the intensity of depressive symptoms decreased. Children with high level of self-efficacy of their own competence have manifest fewer depressive symptoms. Conclusions. Many children in the untreated group manifest symptoms of depression. high self-efficacy and internal sense of control are conducive to maintaining mental health in children. The promotion of these personal resources should constitute an important element of preventive strategies and programs, because strengthening the health potential of children will balance and reduce the impact of risk factors.

scholarly journals Strategies for learning and academic achievement of secondary school students

2015 ◽  
Vol 24 (1) ◽  
pp. 91-97
Author(s):  
Oli Ahmed ◽  
Mahfuza Khanam
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Self Regulation ◽  
Low Achievers ◽  
High Achievers ◽  
Learning Beliefs ◽  
School Students ◽  
Humanities Students ◽  
Academic Self Efficacy

Relationship between learning strategies and academic achievement was studied. In addition, it explored whether there were any differences between high and low achievers, males and females, and science and humanities’ students in using learning strategies. Findings revealed that academic achievement was significantly correlated with academic self‐efficacy, organization, and metacognitive self‐regulation. High achievers differed from low achievers in using organization, and meta‐cognitive self‐regulation. In control of learning beliefs and rehearsal, significant gender differences exited. Science group students significantly differed from humanities students in academic self‐efficacy, elaboration, and critical thinking. Dhaka Univ. J. Biol. Sci. 24(1): 91-97, 2015 (January)

scholarly journals Self Efficacy on Work at Government Agencies in Bandung, Indonesia

2017 ◽  
Vol 6 (6) ◽  
pp. 1-8
Author(s):  
Senen Machmud
Keyword(s):  
Job Satisfaction ◽  
Self Efficacy ◽  
Structural Equation ◽  
Sampling Technique ◽  
Positive Influence ◽  
Partial Least Square ◽  
Least Square ◽  
Equation Modeling ◽  
Government Agencies ◽  
High Level

This study aims to determine the effect of self-efficacy towards work perception and job satisfaction. The population of this study is the employees of government agencies in Bandung, Indonesia. The total samples are 117 employees with purposive sampling technique. This study uses Partial Least Square-Structural Equation Modeling (SEM) for analyzing the data. The results showed that self-efficacy significantly influences the work perception and job satisfaction. Moreover, it is found that work perception has a significant effect on job satisfaction. It shows that the level of self-efficacy can increase the work perception and job satisfaction. It indicates that the high level of self-efficacy will be a positive influence on the behavior of employees in conducting their duties so that it can increase their job satisfaction.

scholarly journals Hey, Nice Run!: Exploring Factors Related to Exercise, Self-Monitoring and Motives for Exercise App Use

2019 ◽  
Author(s):  
Michael Fuller ◽  
David Atkin ◽  
Rory McGloin ◽  
Kimberly Embacher
Keyword(s):  
Social Support ◽  
Self Efficacy ◽  
Structural Equation ◽  
Uses And Gratifications ◽  
Goal Achievement ◽  
Path Model ◽  
Equation Modeling ◽  
Personal Goal ◽  
Self Monitoring ◽  
Emotional Social Support

The present study tests a multifaceted model that explains exercise app use motives in relation to uses and gratifications as well as emotional and social support factors. A hybrid model based on Uses and Gratifications theory and self-efficacy perspectives was used to examine exercise app use. Gratifications for competition, self-monitoring, and informational and emotional social support were modeled. Structural equation modeling results provide qualified support for a comprehensive path model identifying the role of self-monitoring and personal goal achievement in smartphone exercise app use. The predicted roles for personal goal achievement and exercise app use received support, with personal goal achievement predicting exercise app use. These findings may contribute to the health communication literature through the creation and validation of self-monitoring and exercise app self-efficacy scales.

English learning motivation of young learners in Danish primary schools

2018 ◽  
Vol 24 (5) ◽  
pp. 690-713 ◽  
Author(s):  
Katalin Fenyvesi
Keyword(s):  
Primary Schools ◽  
Real Life ◽  
Low Achievers ◽  
High Achievers ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Motivation For Learning ◽  
Youtube Videos ◽  
One Year ◽  
English Learning Motivation

This study has investigated, in a quantitative survey, how the attitudes toward English lessons and the motivation for learning English as a foreign language (EFL) of 276 Danish EFL learners (starting age 7 and 9 years) changed within one year. Second, a subsample of children were interviewed. The study investigated what they liked and disliked about English lessons, and what motivated them to learn English. The results have shown that children’s positive attitudes toward their English lessons decreased significantly during the time of the study. More boys than girls described English as their favorite subject, and children enjoyed real-life situations, variation and differentiation in the English lessons. Children were strongly motivated by English being an international language, their reliance on significant others as motivators for FL learning decreased significantly with time, and high achievers, as opposed to low achievers, were motivated by engaging in gaming and watching YouTube videos in English. Pedagogical implications are discussed.

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