English language learners' self-efficacy profiles and relationship with self-regulated learning strategies
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Kim, Do-Hong | - |
dc.contributor.author | Wang, Chuang | - |
dc.contributor.author | Ahn, Hyun Seon | - |
dc.contributor.author | Bong, Mimi | - |
dc.date.accessioned | 2021-09-04T19:46:16Z | - |
dc.date.available | 2021-09-04T19:46:16Z | - |
dc.date.created | 2021-06-15 | - |
dc.date.issued | 2015-02 | - |
dc.identifier.issn | 1041-6080 | - |
dc.identifier.uri | https://scholar.korea.ac.kr/handle/2021.sw.korea/94578 | - |
dc.description.abstract | This study used latent profile analysis (LPA) to examine different patterns of English as a Second Language (ESL) learners' self-efficacy beliefs for learning English. The Questionnaire of English Self-Efficacy was completed by undergraduate students in Korea. The LPA results revealed three groups representing low, medium, and high self-efficacy profiles. The high and medium self-efficacy profiles represent students who spent more years of studying English and are disproportionately female compared to the low self-efficacy profile. The low self-efficacy profile was significantly different from the medium and high self-efficacy profiles with respect to its self-regulated learning strategies and language interpretation strategies. The ESL learners' self-efficacy profiles identified in this study can be used to tailor instructions appropriately. (C) 2015 Elsevier Inc. All rights reserved. | - |
dc.language | English | - |
dc.language.iso | en | - |
dc.publisher | ELSEVIER SCIENCE BV | - |
dc.subject | ACADEMIC-ACHIEVEMENT | - |
dc.subject | BELIEFS | - |
dc.subject | MATHEMATICS | - |
dc.subject | MOTIVATION | - |
dc.subject | SCALE | - |
dc.subject | SEX | - |
dc.title | English language learners' self-efficacy profiles and relationship with self-regulated learning strategies | - |
dc.type | Article | - |
dc.contributor.affiliatedAuthor | Bong, Mimi | - |
dc.identifier.doi | 10.1016/j.lindif.2015.01.016 | - |
dc.identifier.scopusid | 2-s2.0-84925462892 | - |
dc.identifier.wosid | 000352041000018 | - |
dc.identifier.bibliographicCitation | LEARNING AND INDIVIDUAL DIFFERENCES, v.38, pp.136 - 142 | - |
dc.relation.isPartOf | LEARNING AND INDIVIDUAL DIFFERENCES | - |
dc.citation.title | LEARNING AND INDIVIDUAL DIFFERENCES | - |
dc.citation.volume | 38 | - |
dc.citation.startPage | 136 | - |
dc.citation.endPage | 142 | - |
dc.type.rims | ART | - |
dc.type.docType | Article | - |
dc.description.journalClass | 1 | - |
dc.description.journalRegisteredClass | ssci | - |
dc.description.journalRegisteredClass | scopus | - |
dc.relation.journalResearchArea | Psychology | - |
dc.relation.journalWebOfScienceCategory | Psychology, Educational | - |
dc.subject.keywordPlus | ACADEMIC-ACHIEVEMENT | - |
dc.subject.keywordPlus | BELIEFS | - |
dc.subject.keywordPlus | MATHEMATICS | - |
dc.subject.keywordPlus | MOTIVATION | - |
dc.subject.keywordPlus | SCALE | - |
dc.subject.keywordPlus | SEX | - |
dc.subject.keywordAuthor | Self-efficacy | - |
dc.subject.keywordAuthor | Self-regulated learning | - |
dc.subject.keywordAuthor | English language learners | - |
dc.subject.keywordAuthor | Latent profile analysis | - |
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