Exploring Relationships Between Self-Efficacy and Self-Regulated Learning Strategies of English Language Learners in a College Setting

被引：10

作者：

Lee, Daeyeoul ^{[1
]}

Allen, Matthew ^{[2
]}

Cheng, Lixia ^{[3
]}

Watson, Sunnie ^{[4
]}

Watson, William ^{[4
]}

机构：

[1] Purdue Univ, W Lafayette, IN 47907 USA

[2] Purdue Univ, Curriculum & Instruct, Purdue Language & Cultural Exchange PLaCE Program, W Lafayette, IN 47907 USA

[3] Purdue Univ, Testing, Purdue Language & Cultural Exchange PLaCE Program, W Lafayette, IN 47907 USA

[4] Purdue Univ, Learning Design & Technol, W Lafayette, IN 47907 USA

来源：

JOURNAL OF INTERNATIONAL STUDENTS | 2021年 / 11卷 / 03期

关键词：

English language learner; self-efficacy; self-regulated learning; social cognitive perspective; student success; INTERNATIONAL STUDENTS; ESL STUDENTS; ADJUSTMENT; MOTIVATION; IMPACT; UNIVERSITIES; PROFICIENCY; EXPERIENCES; PREDICTORS;

D O I：

10.32674/jis.v11i3.2145

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study investigated the relationships between self-efficacy and self-regulated learning (SRL) strategies of English language learners (ELLS) in a college setting from a social cognitive perspective in order to understand how to better support international. Participants in this study were 117 ELL college students who enrolled in an English language course at a Midwestern university. The results of simple linear regression analysis showed that ELL college students' self-efficacy significantly predicted their use of SRL strategies. In addition, the results of a one-way ANOVA indicated a statistically significant difference in the use of SRL strategies between ELL college students who had high self-efficacy and those who had low self-efficacy. Based on study results, implications and future research directions are discussed.

引用

页码：567 / 585

页数：19

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