predictive model of English language practice: the role of homework, English self-efficacy, perception of the class-purpose structure, foreign language anxiety and cognitive strategies
The purpose of this study was to investigate the relationship between individual and environmental motivational beliefs with learning English through the English language anxiety and cognitive strategies of self-regulation learning. The relationship between variables was investigated in the form of...
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| Format: | Article |
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Iranian Educational Research Association
2016-02-01
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| Series: | پژوهش در نظامهای آموزشی |
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| Online Access: | https://www.jiera.ir/article_49464_70d7c825a5e471e66e09ad9148216d54.pdf |
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| description | The purpose of this study was to investigate the relationship between individual and environmental motivational beliefs with learning English through the English language anxiety and cognitive strategies of self-regulation learning. The relationship between variables was investigated in the form of an causal model. The population of this study included high school students in Qom and a sample of 313 fourth-year high school students in District 1 and 3 of Qom in 94-95 academic years were selected through multi-stage cluster sampling. The tools used in this research were: two subscales of homework value and cognitive strategies of the motivational strategies for learning questionnaire (Pintrich et al., 1991), Cheng's English self-efficacy scale (2001), anxiety questionnaire in the foreign language classroom (Horowitz et al. , 1986) and the subsystem of the structure of perceived class objectives (Migley et al., 2000). This model was tested by path analysis and fitted to the data. The results of the model test and intermediate analysis showed that cognitive strategies have a mediatorial role in the relationship between value and self-efficacy and the goals of mastery with language performance as well as the anxiety variable in the relationship between the value of the task and the avoidance goals and the goals of the function with the language function. Value variables, self-efficacy, goals of mastery, performance and avoidance explain 30% of the anxiety scores and 34% of the scores of cognitive strategies |
| first_indexed | 2024-03-09T21:01:22Z |
| format | Article |
| id | doaj.art-7c825d58f96b453e9026a8be9370c0c7 |
| institution | Directory Open Access Journal |
| issn | 2383-1324 2783-2341 |
| language | fas |
| last_indexed | 2024-03-09T21:01:22Z |
| publishDate | 2016-02-01 |
| publisher | Iranian Educational Research Association |
| record_format | Article |
| series | پژوهش در نظامهای آموزشی |
| spelling | doaj.art-7c825d58f96b453e9026a8be9370c0c72023-11-23T22:10:54ZfasIranian Educational Research Associationپژوهش در نظامهای آموزشی2383-13242783-23412016-02-0193125528549464predictive model of English language practice: the role of homework, English self-efficacy, perception of the class-purpose structure, foreign language anxiety and cognitive strategies. .0. .1. .2کارشناس ارشد روان شناسی تربیتی دانشگاه الزهرا تهراناستادیار دانشکده علوم تربیتی و روان شناسی دانشگاه الزهرا تهراناستادیار دانشگاه تهرانThe purpose of this study was to investigate the relationship between individual and environmental motivational beliefs with learning English through the English language anxiety and cognitive strategies of self-regulation learning. The relationship between variables was investigated in the form of an causal model. The population of this study included high school students in Qom and a sample of 313 fourth-year high school students in District 1 and 3 of Qom in 94-95 academic years were selected through multi-stage cluster sampling. The tools used in this research were: two subscales of homework value and cognitive strategies of the motivational strategies for learning questionnaire (Pintrich et al., 1991), Cheng's English self-efficacy scale (2001), anxiety questionnaire in the foreign language classroom (Horowitz et al. , 1986) and the subsystem of the structure of perceived class objectives (Migley et al., 2000). This model was tested by path analysis and fitted to the data. The results of the model test and intermediate analysis showed that cognitive strategies have a mediatorial role in the relationship between value and self-efficacy and the goals of mastery with language performance as well as the anxiety variable in the relationship between the value of the task and the avoidance goals and the goals of the function with the language function. Value variables, self-efficacy, goals of mastery, performance and avoidance explain 30% of the anxiety scores and 34% of the scores of cognitive strategieshttps://www.jiera.ir/article_49464_70d7c825a5e471e66e09ad9148216d54.pdfenglish self-efficacyhomework valuecognitive strategiesclassroom perceptual goal structureforeign language learning anxiety |
| spellingShingle | . . . . . . predictive model of English language practice: the role of homework, English self-efficacy, perception of the class-purpose structure, foreign language anxiety and cognitive strategies پژوهش در نظامهای آموزشی english self-efficacy homework value cognitive strategies classroom perceptual goal structure foreign language learning anxiety |
| title | predictive model of English language practice: the role of homework, English self-efficacy, perception of the class-purpose structure, foreign language anxiety and cognitive strategies |
| title_full | predictive model of English language practice: the role of homework, English self-efficacy, perception of the class-purpose structure, foreign language anxiety and cognitive strategies |
| title_fullStr | predictive model of English language practice: the role of homework, English self-efficacy, perception of the class-purpose structure, foreign language anxiety and cognitive strategies |
| title_full_unstemmed | predictive model of English language practice: the role of homework, English self-efficacy, perception of the class-purpose structure, foreign language anxiety and cognitive strategies |
| title_short | predictive model of English language practice: the role of homework, English self-efficacy, perception of the class-purpose structure, foreign language anxiety and cognitive strategies |
| title_sort | predictive model of english language practice the role of homework english self efficacy perception of the class purpose structure foreign language anxiety and cognitive strategies |
| topic | english self-efficacy homework value cognitive strategies classroom perceptual goal structure foreign language learning anxiety |
| url | https://www.jiera.ir/article_49464_70d7c825a5e471e66e09ad9148216d54.pdf |
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