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Relationship between self-efficacy, engagement, and English academic achievement among junior- 2 students in Hebi Distribution, China


Citation

Zhang, Yue and Ahmad, Nor Aniza (2016) Relationship between self-efficacy, engagement, and English academic achievement among junior- 2 students in Hebi Distribution, China. In: Graduate Research in Education (GREDuc) 2016 Seminar, 17 Dec. 2016, Faculty of Educational Studies, Universiti Putra Malaysia. (pp. 555-563).

Abstract

This study seeks to determine the relationship between self-efficacy, engagement, and academic achievement in English course among junior high school students in China. The respondents of this study consisted of 64 (34male, 30 female) junior-2 students studying in Hebi Distribute, Henan Province. The stratified random sampling technique was utilized in selecting a representative sample from the target population. The instruments used in this study included English Learners' Self-Efficacy Scale devised by Zhang Shufen (2006) and Students' Engagement Scale modified from Kong Qiping (2003). The results of this study revealed that junior-2 students had a medium level of English self-efficacy and engagement. Among the four sub-dimensions of students’ English self-efficacy, confidence and task sense sub-dimensions are at the high and low level respectively. All of the three sub-dimensions of student engagement (behavior engagement, cognitive engagement and emotional engagement) are at the middle level. Moreover, the strong positive significant interrelationship between students’ English self-efficacy and engagement has been clearly manifested. junior-2 students’ English self-efficacy and engagement are both positively intensively associated with English achievements. From the perspectives of each section of English self-efficacy, the Pearson correlation of task sense is highest, which implies that students’ perception of the task sense may have a more important effect on students’ achievement than other three sub-dimensions. Among students’ engagement, cognitive engagement has a more evident relation with English achievement than behavioral and emotional engagement. These results imply that junior-2 students who prefer cognitive engagement are seem to be conducive for gaining good English performance.


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Additional Metadata

Item Type: Conference or Workshop Item (Paper)
Divisions: Faculty of Educational Studies
Publisher: Faculty of Educational Studies, Universiti Putra Malaysia
Keywords: Junior high school students; English learning self-efficacy; English class engagement; English achievements; Correlations
Depositing User: Nabilah Mustapa
Date Deposited: 18 May 2018 02:11
Last Modified: 18 May 2018 02:11
URI: http://psasir.upm.edu.my/id/eprint/60229
Statistic Details: View Download Statistic

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