Relationship between self-efficacy, engagement, and English academic achievement among junior- 2 students in Hebi Distribution, China
This study seeks to determine the relationship between self-efficacy, engagement, and academic achievement in English course among junior high school students in China. The respondents of this study consisted of 64 (34male, 30 female) junior-2 students studying in Hebi Distribute, Henan Province. Th...
| Main Authors: | , |
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| Format: | Conference or Workshop Item |
| Language: | English |
| Published: |
Faculty of Educational Studies, Universiti Putra Malaysia
2016
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| Online Access: | http://psasir.upm.edu.my/id/eprint/60229/1/53-65.pdf |
| _version_ | 1796977260223266816 |
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| author | Zhang, Yue Ahmad, Nor Aniza |
| author_facet | Zhang, Yue Ahmad, Nor Aniza |
| author_sort | Zhang, Yue |
| collection | UPM |
| description | This study seeks to determine the relationship between self-efficacy, engagement, and academic achievement in English course among junior high school students in China. The respondents of this study consisted of 64 (34male, 30 female) junior-2 students studying in Hebi Distribute, Henan Province. The stratified random sampling technique was utilized in selecting a representative sample from the target population. The instruments used in this study included English Learners' Self-Efficacy Scale devised by Zhang Shufen (2006) and Students' Engagement Scale modified from Kong Qiping (2003). The results of this study revealed that junior-2 students had a medium level of English self-efficacy and engagement. Among the four sub-dimensions of students’ English self-efficacy, confidence and task sense sub-dimensions are at the high and low level respectively. All of the three sub-dimensions of student engagement (behavior engagement, cognitive engagement and emotional engagement) are at the middle level. Moreover, the strong positive significant interrelationship between students’ English self-efficacy and engagement has been clearly manifested. junior-2 students’ English self-efficacy and engagement are both positively intensively associated with English achievements. From the perspectives of each section of English self-efficacy, the Pearson correlation of task sense is highest, which implies that students’ perception of the task sense may have a more important effect on students’ achievement than other three sub-dimensions. Among students’ engagement, cognitive engagement has a more evident relation with English achievement than behavioral and emotional engagement. These results imply that junior-2 students who prefer cognitive engagement are seem to be conducive for gaining good English performance. |
| first_indexed | 2024-03-06T09:37:34Z |
| format | Conference or Workshop Item |
| id | upm.eprints-60229 |
| institution | Universiti Putra Malaysia |
| language | English |
| last_indexed | 2024-03-06T09:37:34Z |
| publishDate | 2016 |
| publisher | Faculty of Educational Studies, Universiti Putra Malaysia |
| record_format | dspace |
| spelling | upm.eprints-602292018-05-18T02:11:56Z http://psasir.upm.edu.my/id/eprint/60229/ Relationship between self-efficacy, engagement, and English academic achievement among junior- 2 students in Hebi Distribution, China Zhang, Yue Ahmad, Nor Aniza This study seeks to determine the relationship between self-efficacy, engagement, and academic achievement in English course among junior high school students in China. The respondents of this study consisted of 64 (34male, 30 female) junior-2 students studying in Hebi Distribute, Henan Province. The stratified random sampling technique was utilized in selecting a representative sample from the target population. The instruments used in this study included English Learners' Self-Efficacy Scale devised by Zhang Shufen (2006) and Students' Engagement Scale modified from Kong Qiping (2003). The results of this study revealed that junior-2 students had a medium level of English self-efficacy and engagement. Among the four sub-dimensions of students’ English self-efficacy, confidence and task sense sub-dimensions are at the high and low level respectively. All of the three sub-dimensions of student engagement (behavior engagement, cognitive engagement and emotional engagement) are at the middle level. Moreover, the strong positive significant interrelationship between students’ English self-efficacy and engagement has been clearly manifested. junior-2 students’ English self-efficacy and engagement are both positively intensively associated with English achievements. From the perspectives of each section of English self-efficacy, the Pearson correlation of task sense is highest, which implies that students’ perception of the task sense may have a more important effect on students’ achievement than other three sub-dimensions. Among students’ engagement, cognitive engagement has a more evident relation with English achievement than behavioral and emotional engagement. These results imply that junior-2 students who prefer cognitive engagement are seem to be conducive for gaining good English performance. Faculty of Educational Studies, Universiti Putra Malaysia 2016 Conference or Workshop Item PeerReviewed text en http://psasir.upm.edu.my/id/eprint/60229/1/53-65.pdf Zhang, Yue and Ahmad, Nor Aniza (2016) Relationship between self-efficacy, engagement, and English academic achievement among junior- 2 students in Hebi Distribution, China. In: Graduate Research in Education (GREDuc) 2016 Seminar, 17 Dec. 2016, Faculty of Educational Studies, Universiti Putra Malaysia. (pp. 555-563). |
| spellingShingle | Zhang, Yue Ahmad, Nor Aniza Relationship between self-efficacy, engagement, and English academic achievement among junior- 2 students in Hebi Distribution, China |
| title | Relationship between self-efficacy, engagement, and English academic achievement among junior- 2 students in Hebi Distribution, China |
| title_full | Relationship between self-efficacy, engagement, and English academic achievement among junior- 2 students in Hebi Distribution, China |
| title_fullStr | Relationship between self-efficacy, engagement, and English academic achievement among junior- 2 students in Hebi Distribution, China |
| title_full_unstemmed | Relationship between self-efficacy, engagement, and English academic achievement among junior- 2 students in Hebi Distribution, China |
| title_short | Relationship between self-efficacy, engagement, and English academic achievement among junior- 2 students in Hebi Distribution, China |
| title_sort | relationship between self efficacy engagement and english academic achievement among junior 2 students in hebi distribution china |
| url | http://psasir.upm.edu.my/id/eprint/60229/1/53-65.pdf |
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