This study examined the effectiveness of positive self-evaluation used as an intervention to cultivate students＇ English writing self-efficacy and improve their writing performance. Multiple sources of data were coll...This study examined the effectiveness of positive self-evaluation used as an intervention to cultivate students＇ English writing self-efficacy and improve their writing performance. Multiple sources of data were collected from 90 students of grade 10 at a high school in Beijing, including the pretest and posttest writings, writing self-efficacy questionnaires, interviews, and follow-up questionnaires over one semester. Data analyses showed that the experimental group excelled the control group in writing performance and became more confident in writing at the end of positive self-evaluation practices. This study also found that writing self-efficacy and writing performance were positively related. The students with high writing self-efficacy tended to perform better in their writing than those with low writing self-efficacy.展开更多
The present study examined how students＇ intrinsic and extrinsic value promotes their foreign language proficiency via the mediation effect of self-efficacy beliefs. A total of 1,036 Chinese eighth graders answered a...The present study examined how students＇ intrinsic and extrinsic value promotes their foreign language proficiency via the mediation effect of self-efficacy beliefs. A total of 1,036 Chinese eighth graders answered an English proficiency test and questionnaires assessing motivational beliefs. Structural equation modelling results with bootstrapping procedures revealed that intrinsic value can directly and indirectly influence foreign language proficiency via partial mediation effect of self-efficacy while extrinsic value can only directly influence foreign language proficiency with a small magnitude. Moreover, there is no gender difference in the mediation model. Our findings suggested that intrinsic value can help students improve foreign language proficiency by improving their self-efficacy beliefs. The findings contribute to the documents of self-determination theory and hold substantive theoretical and practical implications for foreign language teachers.展开更多
文摘This study examined the effectiveness of positive self-evaluation used as an intervention to cultivate students＇ English writing self-efficacy and improve their writing performance. Multiple sources of data were collected from 90 students of grade 10 at a high school in Beijing, including the pretest and posttest writings, writing self-efficacy questionnaires, interviews, and follow-up questionnaires over one semester. Data analyses showed that the experimental group excelled the control group in writing performance and became more confident in writing at the end of positive self-evaluation practices. This study also found that writing self-efficacy and writing performance were positively related. The students with high writing self-efficacy tended to perform better in their writing than those with low writing self-efficacy.
基金funded by National Education Science “13th Five-Year” Planning Key Project of Ministry of Education in China(Grant No.DHA160310)~~
文摘The present study examined how students＇ intrinsic and extrinsic value promotes their foreign language proficiency via the mediation effect of self-efficacy beliefs. A total of 1,036 Chinese eighth graders answered an English proficiency test and questionnaires assessing motivational beliefs. Structural equation modelling results with bootstrapping procedures revealed that intrinsic value can directly and indirectly influence foreign language proficiency via partial mediation effect of self-efficacy while extrinsic value can only directly influence foreign language proficiency with a small magnitude. Moreover, there is no gender difference in the mediation model. Our findings suggested that intrinsic value can help students improve foreign language proficiency by improving their self-efficacy beliefs. The findings contribute to the documents of self-determination theory and hold substantive theoretical and practical implications for foreign language teachers.
