Browsing by Subject "Self-efficacy for learning"
Results Per Page
ItemAssessing students' self-efficacy for learning at an International University in Thailand(Assumption University, 2013) Lynch, Richard ; Assumption University. Graduate School of EducationDevelopment of a commitment to lifelong learning among students has become a key objective of education throughout the world. This is particularly the case in university study at both the undergraduate and, more especially, at the graduate levels, where the students are expected to shoulder increasingly greater responsibility for their own learning in both classroom-based and online learning contexts. An important aspect of that responsibility lies in the acquisition of metacognitive self-regulatory skills whereby students are enabled to manage their own learning in a variety of environments. Social cognitive self-regulation theory posits that an individuals’ beliefs in their ability to manage their own learning will be predictive of their active participation in current learning which will in turn be predictive of their commitment to lifelong learning. This paper describes a small scale validation study – prelude to an intended large scale university-wide study - of a questionnaire to measure self-efficacy for university level learning. The original 10-item scale, composed of 2 sub-scales (self-efficacy for information processing and self-efficacy for information finding), was first developed by researchers in Italy in 2007. It was slightly modified for the current study (a further 2-item sub-scale being added to measure self-efficacy for English listening and reading comprehension) and completed by a convenience sample of graduate (M.Ed.) students (n = 38) at an English-medium international university in Thailand. Each of the 3 sub-scales attained satisfactory degrees of internal consistency reliability. As well, in line with selfefficacy theory, correlations between each of the 3 sub-scales as well as the total scale and the respondents’ self-reported expected grades were robust and statistically significant.
ItemAn investigation of Chinese new HSK test takers' learning motivation in Thailand(Assumption University Press, 2016) Yan, YeThis research aimed: (1) to identify the Chinese new HSK test takers' demographic factors including their gender, years of learning Chinese , studying school, family background and test levels; (2) to determine the levels of their learning motivation including the extrinsic motivation, intrinsic motivation, and self-efficacy for learning; (3) to compare the test takers' learning motivation according to their demographic factors; (4) to determine the effects of these demographic factors across extrinsic motivation, intrinsic motivation, and self-efficacy for learning. The sample included all Chinese new HSK test takes for levels 1-6 at Bangkok University Test Site in the year 2015. A total of 311 Thai students from the different schools of Thailand were selected using the convenience sampling technique. The research found that: (1) the majority of new HSK test takers were female students, from the public schools, with Thai-Chinese family background, learning Chinese for about 1-6 years, and having taken the Chinese new HSK tests for the beginner and intermediate levels (Levels 1-4); (2) the level of new HSK test takers' motivation for learning Chinese was moderate, their extrinsic motivation high, their intrinsic motivation and their self-efficacy for learning moderate; (3) the female students have higher learning motivation than the male students; students who learned for 1-6 years had higher learning motivation than those who learned for 7 years up; students from Thai-Chinese families had higher learning motivation than those from pure Thai families; students at the beginner level had higher learning motivation than those at the intermediate and advanced levels; (4) the effects of gender, years of learning Chinese, school type and family background and test level existed across the combination of three scales of motivation. Students' gender, years of learning, family background, and test level had effects on their extrinsic motivation; gender, school type, family background and test level had effects on their intrinsic motivation; gender, school type, family background and test level had effects on their intrinsic motivation; and gender, years of learning, school type, family background and test level had effects on their self-efficacy for learning at .05 level of significance.
ItemThe relationship of self-efficacy for and enjoyment of learning Chinese as a foreign language with Chinese academic achievement of Grades 7 and 8 students at Pramandanijianukroah School, Bangkok, ThailandThe main purpose of this study was to determine if there was a significant relationship of self-efficacy for and enjoyment of learning Chinese as a foreign language with Chinese academic achievement of Grades 7 and 8 students at Pramandanijianukroah School, Bangkok, Thailand. A total of 126 students from Grade 7 and 139 students from Grade 8, enrolled during the academic year 2019-2020, participated in this study. The Questionnaire of Chinese Self-Efficacy was used to measure participants’ self-efficacy for learning Chinese as a foreign language, while the Questionnaire of Chinese Language Enjoyment was used to measure participants’ enjoyment of learning Chinese as a foreign language. The Grade 7 and Grade 8 final exams of Chinese language subject for Term 1 were used to measure participants’ Chinese academic achievement. Descriptive statistics (means and standard deviations) and correlational analysis (using multiple correlation coefficient) were performed on the collected data. The findings indicated that participants’ self-efficacy for learning Chinese as a foreign language was slightly low. The level of enjoyment of learning Chinese as a foreign language was found to be neither high nor low for Grade 7 students, whereas it was high for Grade 8 students. Chinese academic achievement for Grade 7 students was found to be satisfactory, while for Grade 8 students it was good. The multiple linear relationship of self-efficacy for and enjoyment of learning Chinese as a foreign language with Chinese academic achievement was significant and strong for Grade 7 students, whereas it was significant and moderately strong for Grade 8 students.