scholarly journals The relationship between self-efficacy and reading proficiency of first-year students: An exploratory study

2015 ◽  
Vol 6 (1) ◽  
Author(s):  
Naomi A.N.Y. Boakye
Keyword(s):  
Reading Instruction ◽  
South African ◽  
Self Efficacy ◽  
Academic Literacy ◽  
Reading Proficiency ◽  
First Year ◽  
Tertiary Institution ◽  
First Year Students ◽  
Affective Factors ◽  
The Relationship

Self-efficacy, which is the belief about one’s ability to perform a task successfully, has been widely acknowledged as important in learning. This affective factor, though not explicitly evident, has been said to play an important role in academic performance. However, its role in reading development has not been widely investigated. To determine the relationship between self-efficacy and reading proficiency, a study was conducted with first-year students in a South African tertiary institution. Students’ self-efficacy levels were elicited through a questionnaire and their reading proficiency was obtained through the Test of Academic Literacy levels (TALL), which essentially assesses reading proficiency. An analysis of variance showed a robust relationship between reading self-efficacy and reading proficiency for this cohort of students. Regression analysis conducted with other affective factors showed self-efficacy as the best predictor of students’ reading proficiency. Results are discussed as they relate to previous research and recommendations are made to include the development of self-efficacy in reading instruction.

英語學習自我效能，閱讀焦慮，與閱讀能力：以非英語系主修的EFL學生為例

2021 ◽  
Vol 26 (26) ◽  
pp. 069-092
Author(s):  
楊逸君 楊逸君 ◽  
吳昱嫺 吳昱嫺
Keyword(s):  
Self Efficacy ◽  
Reading Proficiency ◽  
Language Teachers ◽  
English Learning ◽  
Efl Learners ◽  
Affective Factors ◽  
Foreign Language Reading ◽  
Reading Anxiety ◽  
English Major ◽  
The Relationship

<p>這項研究主要調查台灣非英語系主修的大學生英語閱讀焦慮，英語自我效能以及閱讀能力等三者之間的關係。本研究對象為209名非英語系的大三學生。此次研究採用兩份問卷，外語閱讀焦慮問卷和英語學習自我效能問卷，以及多益閱讀測驗來了解這三項變數之間的關係。研究者在兩份問卷各加入開放式問題，以了解學習者對自身英語學習自我效能和英語閱讀焦慮的認知。結果顯示，學生英語學習自我效能與閱讀能力之間的關係呈正相關，但與英語閱讀焦慮之間則是負相關。另外，學生英語閱讀自我效能和英語學習自我效能呈現高度相關。然而，英語閱讀焦慮與不同程度的閱讀能力並無任何關聯。就閱讀焦慮的因素而言，大多數學生在閱讀陌生的詞彙和句子結構時都會經歷閱讀焦慮。學生英語學習自我效能越高者，在閱讀理解上的表現則愈佳。而閱讀能力在中間的學生，其英語學習自我效能和閱讀焦慮則呈現顯著差異的負相關。總而言之，這項研究增加對於非英語系主修學生在英語學習自我效能以及閱讀焦慮認知上的了解，以及這些因素在英語閱讀能力上產生的影響，同時提供語言教師非英語系主修學生的閱讀焦慮來源。教學建議則提供教師未來於課堂參考，以有效提升學生的英語學習自我效能及降低閱讀焦慮。</p> <p>&nbsp;</p><p>EFL learners’ reading performances can be greatly influenced by affective factors, such as anxiety and self-efficacy. This study investigates the effects of non-English major EFL learners’ reading anxiety and overall-English-learning self-efficacy on their reading proficiency. 209 non-English majors participated in the study. Two questionnaires, the Foreign Language Reading Anxiety Scale and the Questionnaire of English Self-Efficacy, and a TOEIC reading subtest were utilized to examine the relationship between the three variables. Open-ended questions at the end of two questionnaires were added to obtain learners’ perceptions of overall-English-learning self-efficacy and reading anxiety. Results showed that the relationship between overall-English-learning self-efficacy, reading self-efficacy, and reading proficiency was positive respectively whereas that between overall-English-learning self-efficacy and anxiety was negative, particularly for the students in the middle group. Reading anxiety, however, was not correlated with reading proficiency at different levels. Students had the highest level of reading self-efficacy when comparing to the self-efficacy of other language skills. They mostly experienced reading anxiety when reading unfamiliar vocabulary and sentence structures. To conclude, this study can be of importance in understanding the relationship between the three factors and provide language teachers with non-English major students’ sources of reading anxiety. Pedagogical implications are provided for language teachers’ future references.</p> <p>&nbsp;</p>

scholarly journals The Relationship between Musical Aptitude, Self-efficacy and Achievement of Elementary School Pre-service Teachers

2021 ◽  
Vol 20 (9) ◽  
pp. 174-191
Author(s):  
Seungyoun Hong
Keyword(s):  
Self Efficacy ◽  
Primary Teachers ◽  
First Year ◽  
Musical Experience ◽  
Chi Square ◽  
First Year Students ◽  
Musical Aptitude ◽  
Chi Square Test ◽  
Pattern Sensitivity ◽  
The Relationship

The primary purpose of this study was to examine the self-efficacy of pre-primary teachers for musical aptitude, such as pitch and rhythm, and to examine whether there is a significant change in self-efficacy through individual practice and instruction of Chorubungen exercises for eight weeks. Another purpose of the study was to examine the relationship between the musical experience and musicality of pre-service teachers, and their musical experience and achievement. To this end, a survey was conducted at the end of the semester for first-year students (56 males, 84 females) of a University of Education after regular individual practice in and guidance for eight weeks in the second semester of 2020. According to the results of the analysis, the positive self-efficacy of the pre-service teachers for pitch and rhythm before class participation was about 22.1% and 34.3% of the respondents, respectively, but after participating in the class, self-efficacy increased to 82.1% for pitch and 72.9% for rhythm. In comparison with the lower five variables, namely whether they learned an instrument among musical experiences (t-test) and the degree of singing (F test), pitch sensitivity (t=2.41, p<.05), rhythm sensitivity (t =1.98, p<.05), tempo sensitivity (t=2.79, p<.01), major scale, and major harmony pattern sensitivity (t=2.67, p<.01), all showed significant differences. In comparison to the achievement groups (chi-square test), differences between the achievement groups were measured based on whether they previously had experienced musical instruments (χ2=10.11, p<.01) and whether they had been active in a club (χ2=8.70, p<.05).

The relationship between chemistry self-efficacy of South African first year university students and their academic performance

2018 ◽  
Vol 19 (1) ◽  
pp. 60-67 ◽  
Author(s):  
Umesh Ramnarain ◽  
Sam Ramaila
Keyword(s):  
South African ◽  
Self Efficacy ◽  
Cognitive Skills ◽  
Chemical Engineering ◽  
The Self ◽  
First Year ◽  
Psychomotor Skills ◽  
Significant Difference ◽  
And Performance ◽  
The Relationship

This study investigated the self-efficacy of first-year Chemistry students at a South African university. The research involved a quantitative survey of 333 students using the College Chemistry Self-Efficacy Scale (CCSS) developed by Uzuntiryaki and Capa Aydin (2009). Descriptive statistics on data for the CCSS scales suggested that students have positive beliefs in their capability to accomplish chemistry tasks. The students scored more strongly on the self-efficacy constructs of cognitive and psychomotor skills than on everyday application. There was a significant difference between students of different professional orientations for cognitive skills and everyday applications, with students enrolled for Chemical Engineering having the highest mean scores for these constructs. A multiple regression analysis was run in order to explore the relationship between chemistry self-efficacy and performance in a chemistry examination. The analysis indicated that cognitive skills significantly predicted chemistry performance, while psychomotor skills and everyday applications had no significant impact. The implications for research and instruction are discussed in terms of the relationship between chemistry self-efficacy and performance.

scholarly journals Exploring writing apprehension amongst Afrikaans-speaking first-year students

2016 ◽  
Vol 7 (1) ◽  
Author(s):  
Louise Olivier ◽  
Jako Olivier
Keyword(s):  
South African ◽  
Academic Literacy ◽  
Writing Apprehension ◽  
First Year ◽  
First Year Students ◽  
Writing Evaluation ◽  
Linear Relationships ◽  
Significant Difference ◽  
And Gender ◽  
Additional Support

Writing apprehension relates to a reluctance to write or even fear of writing and little research has been done on this phenomenon in the South African context, especially in terms of compulsory academic literacy and academic linguistic modules. This article aimed at determining the nature of writing apprehension in these two modules in terms of the Daly and Miller’s Writing Apprehension Test (DM-WAT), essay marks and gender at a South African university. The DM-WAT was conducted with two groups of first-year students. An exploratory factor analysis was administered and this led to the identification of four distinct factors which are also associated with related aspects in the literature: positivity towards writing, negativity towards writing, evaluation apprehension and selfefficacy and writing. It is evident that in the context of this study, the chosen instrument could not be used to measure writing apprehension, rather the four identified factors. No linear relationships between essay marks and the identified constructs were clear. Also a practical significant difference between genders was found in terms of the identified constructs. Significantly, students in the compulsory academic literacy module showed a greater tendency towards apprehension in terms of the four identified factors than students from the linguistics module. The chosen instrument could be used to gauge the identified factors. Writing in compulsory academic literacy modules should be taught through individualised student-centred methods, affective support and reflective instruction, positive personal feedback, with additional support through counselling as well as effective modelled writing behaviour from lecturers.

Overconfidence of vocational education students when entering higher education

2015 ◽  
Vol 57 (4) ◽  
pp. 429-447 ◽  
Author(s):  
Mark P. Bowden ◽  
Subhash Abhayawansa ◽  
John Bahtsevanoglou
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Further Education ◽  
Small Sample ◽  
First Year ◽  
Education Students ◽  
Content Type ◽  
The Relationship ◽  
Practical Implications

Purpose – There is evidence that students who attend Technical and Further Education (TAFE) prior to entering higher education underperform in their first year of study. The purpose of this paper is to examine the role of self-efficacy in understanding the performance of students who completed TAFE in the previous year in a first year subject of microeconomics in a dual sector university in Melbourne, Australia. Design/methodology/approach – The study utilises data collected by surveys of 151 students. Findings – A student’s self-efficacy is positively associated with their marks in a first year subject of microeconomics. However, the relationship between final marks and self-efficacy is negative for those students who attended TAFE in the previous year suggesting that they suffer from the problem of overconfidence. When holding self-efficacy constant, using econometric techniques, TAFE attendance is found to be positively related to final marks. Research limitations/implications – The findings are exploratory (based on a small sample) and lead to a need to conduct cross institutional studies. Practical implications – The research points to the need for early interventions so that TAFE students perform well in their first year of higher education. It also points to potential issues in the development of Victorian Certificate of Applied Learning (VCAL) programs. Originality/value – To the best of the authors’ knowledge, this is the first paper to examine the inter-related impact of attendance at TAFE in the previous year and self-efficacy on the subsequent academic performance of TAFE students.

scholarly journals Dynamics of the relationship of emotional intelligence with the results of the state exam during the adaptation of school system to its introduction

2015 ◽  
Vol 8 (2) ◽  
pp. 139-150
Author(s):  
E.S. Dmitrieva ◽  
V.Ya. Gelman
Keyword(s):  
Emotional Intelligence ◽  
School System ◽  
The State ◽  
Russian Language ◽  
Self Report ◽  
First Year ◽  
First Year Students ◽  
Adaptation Processes ◽  
Relationship Of ◽  
The Relationship

Research is devoted to the study of the relationship of emotional intelligence of students with the results of the state exam in the adaptation of the school system for 5 years from the date of introduction. The sample consisted of 156 first-year students. Evaluation of the components of emotional intelligence was measured by self-report (EmIn questionnaire). There was a statistically significant correlation between the severity of different indicators of emotional intelligence of students passing the exam and the results of the three school subjects: Russian language, Mathematics, Social studies. It is shown that since the introduction in 2009 of compulsory exam the level of communication between the indicators of emotional intelligence and the results of the examination has changed. Adaptation processes to the introduction of the state exam lead to changes contingent of successful students: If at the time of the introduction of the exam more successful were students with higher EI, in the process of adaptation more successful became those with lower EI. It was shown that the components of EI, having the most important relationships with the results of the exam, are different for the considered subjects; the dynamics of these relationships has been revealed.

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