NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ969021
Record Type: Journal
Publication Date: 2012-Apr
Pages: 19
Abstractor: As Provided
Reference Count: 58
ISBN: N/A
ISSN: ISSN-1387-1579
Self-Efficacy, Task Complexity and Task Performance: Exploring Interactions in Two Versions of Vocabulary Learning Tasks
Wu, Xiaoli; Lowyck, Joost; Sercu, Lies; Elen, Jan
Learning Environments Research, v15 n1 p17-35 Apr 2012
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.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China