Validating the Instruments to Measure ESL/EFL Learners' Self-Efficacy Beliefs and Self-Regulated Learning Strategies.

Autor/inn/en	Wang, Chuang; Bai, Barry
Titel	Validating the Instruments to Measure ESL/EFL Learners' Self-Efficacy Beliefs and Self-Regulated Learning Strategies.
Quelle	In: TESOL quarterly, 51 (2017) 4, S. 931-947Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Abbildungen 1
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0039-8322; 1545-7249
DOI	10.1002/tesq.355
Schlagwörter	Empirische Forschung; Einstellung (Psy); China; Englischunterricht; Fremdsprachenunterricht; Empirische Forschung; Lernmethode; Fremdsprachenunterricht; Englisch als Zweitsprache; Englischunterricht; China
Abstract	Self-efficacy is perceived as a subcomponent of self-regulation because self-regulation consists of three phases: forethought, performance, and self-reflection. Self-efficacy belongs to the forethought phase that includes beliefs that precede efforts to learn. Efficacious students persist longer when they encounter difficulties and use more self-regulated learning strategies for studying English. Previous studies have shown significantly positive relationships among self-efficacy beliefs, self-regulated learning behaviors, and English language test scores. However, the two concepts have been underresearched in the English as a second and/or foreign language (ESL/EFL) context. Reliable tools for measuring ESL/EFL students' self-efficacy beliefs and self-regulated learning strategies are scarce. Based upon the social cognitive framework, two instruments to assess these two constructs with Chinese college students were developed in a previous study. The current study seeks to provide further validity evidence of these instruments adapted for Chinese secondary school students using Messick's (1995) framework of validity. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2