Self-efficacy, task complexity and task performance: Exploring interactions in two versions of vocabulary learning tasks
| Autor: | Joost Lowyck, Xiaoli Wu, Jan Elen, Lies Sercu |
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| Rok vydání: | 2012 |
| Předmět: |
Self-efficacy
Vocabulary Elementary cognitive task Higher education business.industry Communication media_common.quotation_subject education Educational technology Context (language use) behavioral disciplines and activities Vocabulary development Education Task (project management) Pedagogy Developmental and Educational Psychology business Psychology psychological phenomena and processes media_common Cognitive psychology |
| Zdroj: | Learning Environments Research. 15:17-35 |
| ISSN: | 1573-1855 1387-1579 |
| Popis: | The present study aimed for better understanding of the interactions between task complexity and students’ self-efficacy beliefs and students’ use of learning strategies, and finally their interacting effects on task performance. This investigation was carried out in the context of Chinese students learning English as a foreign language in a university in China. The participants were 78 second-year university students (mean age = 20.9 years). This study used a repeated-measures design with task complexity as the within-participants factor, and task sequence as the between-participants factor. Results indicated a significant task effect for self-efficacy beliefs and task performance, and a significant interaction effect of sequence with task complexity for learners’ self-efficacy beliefs in learning for both task versions, learners with higher self-efficacy beliefs had better task performances than learners with lower self-efficacy beliefs. The results also revealed a strong correlation between self-efficacy and the use of learning strategies for both tasks. |
| Databáze: | OpenAIRE |
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