Font Size: a A A

Motivational and self-regulated learning components in relation to language learners' self-assessment, reading strategy use and reading achievement

Posted on:2003-12-27Degree:Ed.DType:Dissertation
University:Seattle Pacific UniversityCandidate:Shen, Hwei-JiunFull Text:PDF
GTID:1467390011487566Subject:Education
Abstract/Summary:
This predictive and causal-comparative study explores the relation between English-as-a-foreign-language (EFL) learners' motivational and self-regulated learning components and reading achievement, between the components and self-assessment, and between the components and reading strategy use.; One hundred forty-eight junior-high-school students in Taiwan, R.O.C. (85 females; average age = 14 years and 10 months; ethnic Chinese) were asked (a) to self-assess reading performance of a teacher-made test in classroom settings and (b) to respond to the 46-item Language-Learners Motivation and Self-Regulation Questionnaire (LLMSQ; alpha coefficients for constructs ranging from .74 to .88) and the 20-item Language-Learners Reading Strategy Use Questionnaire (LLRSUQ; alpha = .82).; Consistent with research with Western students in various academic subjects (e.g., Pintrich & De Groot, 1990), most of the variables representing the motivational and self-regulated learning components are correlated (absolute values of r's ranging from .17 to .56, p's < .01 or .05). The participants tend to report attribution to effort. Learning goals and performance goals are not mutually exclusive, suggesting cultural influences of Confucian view of academic performance. Self-assessment and reading strategy use are correlated with reading achievement (r's ranging from .20 to .60, p's < .01 or .05). Inconsistent with studies with Western students (e.g., Licht & Dweck, 1984), no gender differences in attribution for failure exist.; Attribution for failure and learning goals are good predictors for self-assessment using hierarchical multiple regression (p = .000) and can discriminate correctly 72% of the individuals in 69.6% of the sample between good and poor assessors.; Learning goals and effort management are good predictors for reading strategy use (p = .000). After controlling for the effects of these variables, self-efficacy and intrinsic value still account for a significant amount of the reading strategy use variance (p = .001).; Attribution for failure, learning goals, and effort management are good predictors for reading achievement (p = .000). After controlling for the effects of these variables, intrinsic value accounts for a significant amount of the reading achievement variance (p = .000).; Results show that for language learners motivational and self-regulated learning components are correlated with reading achievement. Attribution for failure and learning goals are good predictors for self-assessment and reading achievement. The participants' effort attribution and goal orientation patterns may reveal cultural influences.
Keywords/Search Tags:Reading, Self-regulated learning components, Self-assessment, Good predictors, Attribution for failure, Learning goals
Related items