Self-efficacy of college intermediate french students: Relation to achievement and motivation
Self-efficacy of college intermediate french students: Relation to achievement and motivation
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DOI：
10.1111/j.1467-9922.2007.00421.x
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发表时间：
2007-09-01
影响因子：
4.4
通讯作者：
Herron, Carol
中科院分区：
文献类型：
--
作者：
Mills, Nicole;Pajares, Frank;Herron, Carol
本研究的目的是探讨自我效能感和其他动机的自我信念的影响，大学中级法语学生（N = 303）的成就。自我调节的自我效能感是一个更强的预测中间法语成绩比自我效能感，以获得法语成绩，法语焦虑的阅读和听力，法语学习自我概念。学生认为自己能够使用有效的元认知策略，以有效地监控他们的学术工作时间更容易体验到学业成功的中级法语。女学生报告更大的自我效能的自我调节，兴趣，价值，并享受在学习法语语言和文化比男学生，尽管事实上，男子和妇女有类似的成就。研究结果从班杜拉（1986）社会认知理论的角度进行解释，因为它与外语动机和学习有关。
The objective of this investigation was to examine the influence of self-efficacy and other motivational self-beliefs on the achievement of college intermediate French students (N = 303). Self-efficacy for self-regulation was a stronger predictor of intermediate French language achievement than were self-efficacy to obtain grades in French, French anxiety in reading and listening, and French learning self-concept. Students who perceived themselves as capable of using effective metacognitive strategies to monitor their academic work time effectively were more apt to experience academic success in intermediate French. Female students reported greater self-efficacy for self-regulation, interest, value, and enjoyment in learning about both the French language and culture than did male students, despite the fact that men and women had similar achievement. Findings are interpreted from the perspective of Bandura's (1986) social cognitive theory as it related to foreign language motivation and learning.