A Structural Equation Modeling of EFL Learners' Goal Orientation, Metacognitive Awareness, and Self-Efficacy

Autor/inn/en	Zafarmand, Atefeh; Ghanizadeh, Afsaneh; Akbari, Omid
Titel	A Structural Equation Modeling of EFL Learners' Goal Orientation, Metacognitive Awareness, and Self-Efficacy
Quelle	In: Advances in Language and Literary Studies, 5 (2014) 6, S.112-124 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Structural Equation Models; Goal Orientation; Metacognition; English (Second Language); Self Efficacy; Hypothesis Testing; College Second Language Programs; Predictor Variables; Predictive Validity; Correlation; Student Surveys; Academic Achievement; Performance Factors; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; English as second language; English; Second Language; Englisch als Zweitsprache; Self-efficacy; Selbstwirksamkeit; Hypothesenprüfung; Hypothesentest; Prädiktor; Korrelation; Schülerbefragung; Schulleistung; Leistungsindikator; Ausland
Abstract	This article sets out to examine the relationship between EFL learners' goal orientation, metacognitive awareness and self-efficacy in a single framework. One hundred fifteen EFL students from two universities of Mashhad, a city in north-eastern Iran took part in this study. Structural equation modeling (SEM) was utilized to examine the hypothesized relations. The results of SEM demonstrated that among goal orientations, mastery goal is a positive and significant predictor of metacognitive awareness. It also positively and significantly predicts self-efficacy. Furthermore, it was found that metacognitive awareness has a positive and significant role in self-efficacy. The results of correlation between subscales of metacognitive awareness and mastery goal indicated that the highest correlations were found between mastery goal, planning and monitoring. Identical analysis for performance goal revealed that there are significant but weak correlations between performance goal and declarative and procedural knowledge. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01