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題 名 | Change in Academic Self-Concept and Its Relation with English Proficiency=學業自我概念的改變與英語能力的關聯性之研究 |
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作 者 | 劉慧如; | 書刊名 | 慈濟大學人文社會科學學刊 |
卷 期 | 8 2009.06[民98.06] |
頁 次 | 頁220-241 |
分類號 | 521.21 |
關鍵詞 | 學習成就; 英語能力; 學業自我概念; Academic achievement; English proficiency; Academic self-concept; |
語 文 | 英文(English) |
中文摘要 | 本研究主要探討學生的學業自我概念與語言能力在歷經一學年的能力分班後的改變,與這兩變項的改變之間的關聯性。研究樣本包括101位大學一年級的學生,他們分別在學年初及結束時完成一份英文學業自我概念的量表、英語聽力與閱讀能力的測驗。本調查目的是在研究下列三個問題:(1)能力等級與學業自我概念的改變或英語能力的改變是否有顯著的關聯?(2)學業自我概念的改變是否會對學生英語能力的表現存在有顯著效果?(3)學生英語能力表現的改變是否會對學生的學業自我概念產生顯著效果?研究結果顯示能力等級無論與學業自我概念的改變或英語能力的改變都沒有顯著的關聯,學業自我概念的改變方向對學生英語能力的表現不造成顯著影響,學生英語能力表現的改變方向亦不對學生學業自我概念產生顯著效果。學生英語學業自我概念在經歷一段時間有提昇者並不侷限只有高英語能力等級者。結果也顯示低英語能力等級的學生其學業自我概念在研究期間有較為顯著的提升,高英語能力等級的學生其自我概念相較之下則較為穩定。整體樣本的英語能力成績在一年後有顯著的進步,但學業自我概念的前後則只在有顯著差異的邊緣。 |
英文摘要 | This study aims to examine the changes in students' subject-specific self-concept and language performance over time and their relationship with each other. The sample consisted of 101 college freshmen drawn from three different levels of ability-grouped English classes. They were tested at the beginning and end of their first school year for their academic self-concept, English listening, and reading proficiency. The purpose of the investigation is to determine (1) whether proficiency level has a significant relation with students' change in academic self-concept or English performance over time, (2) whether the change in students' academic self-concept has any effect on students' overall English performance, and (3) whether the change in students' language performance has any effect on their academic self-concept. The findings show that level does not have a significant relation with change in either students' academic self-concept or English proficiency. Over time, direction of change in English self-concept does not have significant effect on students' English performance, nor does the direction of change in students' English proficiency have significant effect on their academic self-concept. Students whose English self-concept increases are not limited to the ones who have higher English proficiency scores. The results also show that lower-performing students' academic self-concept is more pronouncedly improved during the study, as compared with the other two levels of students. Higher-ability students tend to have more stable academic self-concept. Whereas the English proficiency of the total sample significantly improved, their pre- and post-academic self-concept scores are on the margin of being significantly different. |
本系統中英文摘要資訊取自各篇刊載內容。