查詢結果分析
相關文獻
- Investigating Academic Self-Concept among EFL College Students of Different Proficiency Levels
- 高中學生的學習行為和多元智能與英語學習成就之間的關係探討
- The Application of the Moodle On-Line Teaching Platform on Mathematics Curriculum
- 專科學生的入學成績、學習行為、多元智能與學習成就的相關性之探討
- Perceptions of Academic Self in Ability-Grouped English Classroom: A One-Year Study of Gender Differences
- Change in Academic Self-Concept and Its Relation with English Proficiency
- Exploring Changes in Academic Self-Concept in Ability-Grouped English Classes
- 國民中學學生基本學力測驗國文科和英語科成就性別差異和性別差別試題功能(DIF)分析
- 國中生男女生的學習成就差異之研究
- 技能導向與概念導向的教學方式對體育科學習成就之影響
頁籤選單縮合
題 名 | Investigating Academic Self-Concept among EFL College Students of Different Proficiency Levels=不同能力等級的EFL大學生學業自我概念之分析 |
---|---|
作 者 | 劉慧如; | 書刊名 | 明道學術論壇 |
卷 期 | 5:2 2009.12[民98.12] |
頁 次 | 頁127-141 |
分類號 | 521.12 |
關鍵詞 | 學業自我概念; 學習成就; 性別差異; Academic self-concept; Academic achievement; Gender differences; |
語 文 | 英文(English) |
中文摘要 | 許多的研究結果顯示學業自我概念乃是學習成就的重要決定因素。本研究主要是分析不同能力等級的台灣EFL大學生的英語學業自我概念。研究樣本包括181位大學一年級的新生,他們在參與本研究前就已依其英語能力被編入不同等級的班級。統計方法的使用是在探究下列三個問題:(1)學生們對自己在英語學業方面的自信、努力與整體自我概念的認知是傾向較為正面或較為負面?(2)學生們對英語學業方面的自信、努力與整體自我概念的認知是否因不同能力等級而有顯著的差異?(3)學生的學業自我概念是否存在顯著的性別差異?研究結果顯示大多數的學生對於自己在學業努力方面的認知較為正面,但對與自信相關的問題態度則較為保留。能力等級對學生在英語學業方面的自信、努力與總的自我概念都存在有高度的顯著效果,初級班的學生得到這些變數的最低平均數,而高級班的學生得到最高平均數。唯一顯著的性別差異在於對學業方面努力的自我認知,女性在英語學業方面的努力顯著高於男性,她們也有較高的自信與學業自我概念,但差異並不顯著。 |
英文摘要 | Findings in substantial research studies suggest that students' academic self-concept may be important determinants of their relative performance. This study intends to assess the English self-concept among college students of different proficiency levels in the Taiwanese EFL context. The subjects comprised 181 freshmen who were assigned to different groups for instruction on the basis of their English proficiency before participating in the study. Statistical methods were conducted to investigate: (1) how the full sample perceives their academic confidence, and academic effort, and overall English self-concept? in a more positive or negative direction? (2) whether there are significant differences in academic confidence, perceived academic effort, and overall self-concept among students of different ability levels, and (3) whether there are significant gender differences in academic self-concept. The research findings indicate that the majority of students perceive their academic effort in the positive direction, whereas they appear to have more reservations about questions concerning their perceptions of academic confidence. Also, ability level has a highly significant effect on students' academic confidence, effort, and overall self-concept, with low-ability students having the lowest mean values for these variables and high-ability students having the highest mean values. The only significant gender effect is for perceived academic effort. Females have significantly higher perceived academic effort than their male counterparts. They also have higher academic confidence and overall self-concept, although differences are not significant. |
本系統中英文摘要資訊取自各篇刊載內容。