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dc.contributor.authorHuang, Li-Yun
dc.contributor.authorLynch, Richard
dc.date.accessioned2020-01-03T08:28:38Z
dc.date.available2020-01-03T08:28:38Z
dc.date.issued2019
dc.identifier.citationScholar: Human Sciences 11, 2 (July-December 2019), 56-74en_US
dc.identifier.urihttp://repository.au.edu/handle/6623004553/22823
dc.description.abstractThe purpose of this study was to determine the relationships between selfefficacy for learning Chinese as a foreign language and Chinese academic achievement in four different criteria of Chinese class Phase 3, Phase 4 and Phase 5 (Grade 6-10 student groups) that were divided according to their Chinese language proficiency level, The four criteria were comprehending spoken and visual text, comprehending written and visual text, communicating in response to spoken, written and visual text, and using language in spoken and written form. An adapted version of Motivated Strategies for Learning Questionnaire by Pintrich, Smith, Garcia and McKeachie (1991) was used to collect data from a total of 167 students. The researcher compared the self-efficacy for learning Chinese as a foreign language in Phase 3, Phase 4 and Phase 5 students during the first semester of academic year 2017-2018. Descriptive statistics (means and standard deviations) and inferential statistical procedures (Pearson product-moment correlations and one-way ANOVA tests) were used to analyze the data for this research study. The research found that Chinese proficiency Phase 3, Phase 4 and Phase 5 level students had high levels of self-efficacy for learning Chinese; furthermore, it was found that the level of students’ self-efficacy for learning Chinese correlated significantly with students’ Chinese academic achievement. Recommendations for practice and future research are provided.en_US
dc.format.extent19 pagesen_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoengen_US
dc.publisherBangkok : Assumption Universityen_US
dc.rightsThis work is protected by copyright. Reproduction or distribution of the work in any format is prohibited without written permission of the copyright owner.en_US
dc.subjectSelf-efficacy for learning and performanceen_US
dc.subjectChinese academic achievementen_US
dc.subjectSocial cognitive motivation for learning theoryen_US
dc.subjectSocial cognitive motivation for learning theoryen_US
dc.subjectInternational baccalaureate (IB)en_US
dc.subjectChinese proficiency levels (Phase 3, Phase 4 and Phase 5)en_US
dc.subject.otherScholar: -- Human Sciencesen_US
dc.subject.otherScholar: -- Human Sciences -- 2019en_US
dc.titleA correlational-comparative study of self-efficacy for learning Chinese as a foreign language and Chinese academic achievement of Grades 6-10 students according to their Chinese language proficiency levels at a trilingual international school in Samut-Prakarn, Thailanden_US
dc.typeTexten_US
dc.rights.holderAssumption Universityen_US
mods.genreJournal Articleen_US
mods.location.physicalLocationAU Archives, 4th Floor (Cathedral of Learning)en_US
au.link.externalLink[Full Text] (http://www.assumptionjournal.au.edu/index.php/Scholar/article/view/3427/2558)


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