Literaturnachweis - Detailanzeige
| Autor/inn/en | Shi, Yi; Chun Ko, Young |
|---|---|
| Titel | A Study on the Influence of Family and School Psychological Environment on Academic Self-Efficacy and Self-Identity of English Education Major University Students |
| Quelle | In: Participatory Educational Research, 10 (2023) 1, S.106-121 (16 Seiten)
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| Zusatzinformation | ORCID (Shi, Yi) ORCID (Chun Ko, Young) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Self Efficacy; Professional Identity; Foreign Countries; Rural Urban Differences; Socioeconomic Status; Academic Achievement; Siblings; Family Environment; Educational Environment; Peer Acceptance; Gender Differences; College Students; English Teacher Education; China |
| Abstract | This study aims to identify the relationship between academic self-efficacy, self-identity of English education major students and psychological environment of their family and school. In order to improve their self-efficacy and self-identity, this study is to see the effect of the family and school psychological environment on self-efficacy and self-identity. In this study, 262 questionnaires completed by the English education major students in teacher training universities in Guangxi Zhuang Autonomous Region in China are used. Reliability, correlation, and regression analysis are performed by the SPSS25.0 program. This study found that there is no significant difference in family and school psychological environment, academic self-efficacy, self-identity by gender and academic year. However, students born in urban areas, students with higher family economic income, and students with better academic performance have higher levels of academic self-efficacy and self-identity, along with better family and school psychological environment. Students with siblings have better family psychological environment than students without siblings, but there is no difference in the academic self-efficacy, self-identity, and school psychological environment by the presence of siblings. This study found that family and school psychological environment are positively related to academic self-efficacy and self-identity of English education major university students. Compared with family psychological environment, school psychological environment is more influential on the academic self-efficacy of them. As the sub-dimensions of school psychological environment, peer support is more influential than teacher support. Compared with school psychological environment, family psychological environment is more influential on the self-identity of them. As the sub-dimensions of family psychological environment, family challenge is more influential than family support. Therefore, strengthening the role of peer support in schools is necessary. Family members should increase stimulation and support to challenge students toward their positive development. (As Provided). |
| Anmerkungen | Participatory Education Research. Amasya University, Technology Faculty, Yagmurkoy Orad, Amasya 05100, Turkey. Web site: https://www.perjournal.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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