Details
| Translated title of the contribution | Measuring self-perceptions of oral narrative competencies and anxiety in the EFL context |
|---|---|
| Original language | Spanish |
| Pages (from-to) | 1343-1382 |
| Number of pages | 40 |
| Journal | Electronic Journal of Research in Educational Psychology |
| Volume | 10 |
| Issue number | 28 |
| Publication status | Published - 1 Dec 2012 |
Abstract
Introduction. Due to a considerable lack in empirical efforts and appropriate instruments, and theoretically rooted in a cognitive-motivational perspective on academic personality development, the present study analyzes a questionnaire for measuring EFL learners' self-perceptions of oral narrative competencies and perceived anxiety concerning oral narrative classroom situations. Method. In a sample of N = 256 German ninth-graders from 9 inner-city grammar schools this newly developed instrument was administered along with related self-belief and performance measures and, for the purpose of discriminant validation, also with matched measures in the native language German. Results. Principal components analysis led to the formation of two subscales measuring perceived competency and anxiety. Both subscales provided psychometrically sufficient and valid data. Especially, structural equation modeling analyses evidenced the L2 self-perceptions of oral narrative competence and anxiety to be considerably stronger related to English than to German belief and performance variables. The relations between L2 and L1 constructs mainly turned out to draw a domain-specific pattern. Additional analyses of variance could verify significant gender differences in the anxiety scores indicating that female learners tended to report a higher degree of anxiety concerning oral narrative classroom situations. Furthermore, self-perceptions of narrative competencies could be clearly differentiated from the overall English self-concept variable. Discussion. The results could confirm the multidimensional and task-specific feature of academic self-beliefs in the EFL context. Accordingly, both measurement scales might serve as research instruments for further analyses of EFL learners' cognitive-motivational orientations in a specific competence area of oral language use.
Keywords
- Anxiety, English as a foreign language, Gender differences, Measurement scales, Oral narrative competencies, Secondary educational track, Self-concept
ASJC Scopus subject areas
- Social Sciences(all)
- Education
- Psychology(all)
- Developmental and Educational Psychology
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In: Electronic Journal of Research in Educational Psychology, Vol. 10, No. 28, 01.12.2012, p. 1343-1382.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Medición de la auto-percepción de competencias narrativas orales y la ansiedad en el contexto EFL
AU - Faber, Günter
N1 - Funding Information: The present study is part of an interdisciplinary research project carried out by the Institute of Educational Psychology and the Institute for English Didactics at Leibniz University Hanno-ver. Members of the research team are Elfriede Billmann-Mahecha, Gabriele Blell, G?nter Fa-ber, Rita Kupetz, and Hannah Ruhm
PY - 2012/12/1
Y1 - 2012/12/1
N2 - Introduction. Due to a considerable lack in empirical efforts and appropriate instruments, and theoretically rooted in a cognitive-motivational perspective on academic personality development, the present study analyzes a questionnaire for measuring EFL learners' self-perceptions of oral narrative competencies and perceived anxiety concerning oral narrative classroom situations. Method. In a sample of N = 256 German ninth-graders from 9 inner-city grammar schools this newly developed instrument was administered along with related self-belief and performance measures and, for the purpose of discriminant validation, also with matched measures in the native language German. Results. Principal components analysis led to the formation of two subscales measuring perceived competency and anxiety. Both subscales provided psychometrically sufficient and valid data. Especially, structural equation modeling analyses evidenced the L2 self-perceptions of oral narrative competence and anxiety to be considerably stronger related to English than to German belief and performance variables. The relations between L2 and L1 constructs mainly turned out to draw a domain-specific pattern. Additional analyses of variance could verify significant gender differences in the anxiety scores indicating that female learners tended to report a higher degree of anxiety concerning oral narrative classroom situations. Furthermore, self-perceptions of narrative competencies could be clearly differentiated from the overall English self-concept variable. Discussion. The results could confirm the multidimensional and task-specific feature of academic self-beliefs in the EFL context. Accordingly, both measurement scales might serve as research instruments for further analyses of EFL learners' cognitive-motivational orientations in a specific competence area of oral language use.
AB - Introduction. Due to a considerable lack in empirical efforts and appropriate instruments, and theoretically rooted in a cognitive-motivational perspective on academic personality development, the present study analyzes a questionnaire for measuring EFL learners' self-perceptions of oral narrative competencies and perceived anxiety concerning oral narrative classroom situations. Method. In a sample of N = 256 German ninth-graders from 9 inner-city grammar schools this newly developed instrument was administered along with related self-belief and performance measures and, for the purpose of discriminant validation, also with matched measures in the native language German. Results. Principal components analysis led to the formation of two subscales measuring perceived competency and anxiety. Both subscales provided psychometrically sufficient and valid data. Especially, structural equation modeling analyses evidenced the L2 self-perceptions of oral narrative competence and anxiety to be considerably stronger related to English than to German belief and performance variables. The relations between L2 and L1 constructs mainly turned out to draw a domain-specific pattern. Additional analyses of variance could verify significant gender differences in the anxiety scores indicating that female learners tended to report a higher degree of anxiety concerning oral narrative classroom situations. Furthermore, self-perceptions of narrative competencies could be clearly differentiated from the overall English self-concept variable. Discussion. The results could confirm the multidimensional and task-specific feature of academic self-beliefs in the EFL context. Accordingly, both measurement scales might serve as research instruments for further analyses of EFL learners' cognitive-motivational orientations in a specific competence area of oral language use.
KW - Anxiety
KW - English as a foreign language
KW - Gender differences
KW - Measurement scales
KW - Oral narrative competencies
KW - Secondary educational track
KW - Self-concept
UR - http://www.scopus.com/inward/record.url?scp=84875248734&partnerID=8YFLogxK
U2 - 10.25115/ejrep.v10i28.1537
DO - 10.25115/ejrep.v10i28.1537
M3 - Article
AN - SCOPUS:84875248734
VL - 10
SP - 1343
EP - 1382
JO - Electronic Journal of Research in Educational Psychology
JF - Electronic Journal of Research in Educational Psychology
SN - 1699-5880
IS - 28
ER -