Self-efficacy and self-concept as predictors of language learning achievements in an Asian bilingual context

Chih Nuo Grace CHAO, Dennis Michael MCINERNEY, Barry BAI

Research output: Contribution to conferencePapers

Abstract

This study investigated the relationships between students’ self-efficacy and self-concept for learning languages and students’ academic achievement in learning English and Chinese. 1,092 eighth to eleventh graders from four Hong Kong secondary schools completed questionnaires reporting their self-efficacy , self-concept and academic results for Chinese language and English language. Results indicated that Chinese language self-efficacy and self-concept were significant predictors for Chinese language achievement. English language self-efficacy and self-concept predicted both students’ English and Chinese academic achievements. These results provide some support for both the domain specificity of self-efficacy, and the internal /external frame of reference effect. There is also support for the notion that learning English language facilitates the learning of Chinese language but not the other way around. Copyright © 2017 All Academic, Inc.
Original languageEnglish
Publication statusPublished - Apr 2017

Citation

Chao, C. N. G., Mclnerney, D. M., & Bai, B. (2017, April). Self-efficacy and self-concept as predictors of language learning achievements in an Asian bilingual context. Paper presented at The 2017 American Educational Research Association (AERA) Annual Meeting: Knowledge to Action Achieving the Promise of Equal Educational Opportunity, Henry B. Gonzalez Convention Center, San Antonio, Texas.

Fingerprint Dive into the research topics of 'Self-efficacy and self-concept as predictors of language learning achievements in an Asian bilingual context'. Together they form a unique fingerprint.