Modeling the Relations among Task Value, Strategies, Social Factors, and English Achievement

Autor/in	Chou, Mu-Hsuan
Titel	Modeling the Relations among Task Value, Strategies, Social Factors, and English Achievement
Quelle	In: Journal of Educational Research, 114 (2021) 4, S.357-366 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chou, Mu-Hsuan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2021.1937915
Schlagwörter	Vocational High Schools; High School Students; Learning Motivation; Student Interests; Learning Strategies; Gender Differences; Language Tests; English (Second Language); Second Language Learning; Second Language Instruction; Metacognition; Scores; Self Control; Foreign Countries; Grade 11; Correlation; Majors (Students); Measures (Individuals); Social Influences; Student Attitudes; Taiwan; Strategy Inventory for Language Learning + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Motivation for studies; Lernmotivation; Studieninteresse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Geschlechterkonflikt; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstbeherrschung; Ausland; School year 11; 11. Schuljahr; Schuljahr 11; Korrelation; Messdaten; Sozialer Einfluss; Schülerverhalten
Abstract	Task value has a considerable effect on one's interest, motivation, and strategies in learning. Additionally, the social contexts in which a learner studies, such as subject specialization and gender, may potentially influence how successfully one learns. The purpose of this quantitative study is to examine the relationship between task value and social factors, which were mediated by three types of learning strategy, and students' test performance in English. A questionnaire survey was conducted with 776 Grade 11 EFL vocational high school students in Taiwan. The path model revealed that the participants' English test scores were strongly influenced by the task value. Only metacognitive and cognitive strategies mediated the relationship between task value and English test score. Emotion control strategies did not mediate the relationship between them. Students' subject specialization had a direct influence on students' English test score, but the learning strategies did not play a mediating role between them. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01