The present study was carried out to analyze the effect of language self-efficacy and listening strategy on academic achievements in Chinese Qinghai-Tibet Plateau EFL learners.To achieve this goal,eighty-seven univers...The present study was carried out to analyze the effect of language self-efficacy and listening strategy on academic achievements in Chinese Qinghai-Tibet Plateau EFL learners.To achieve this goal,eighty-seven university students participated in the study and filled in language self-efficacy and listening strategy questionnaire.The result revealed that learners’language self-efficacy,listening strategy are positively correlated with academic achievements.Comparing the two factors influencing language learning,self-efficacy has higher prediction than listening strategies to academic achievements.Inner correlation exists in language self-efficacy and listening strategies.No gender exists.The study shed more light on the influence of self-efficacy and listening strategy on students’performance.展开更多
Objective:The purposes of this study were to investigate the general level of the mindfulness,physical self,and academic possible selves in the freshman nursing students,and to explore the relationship among the three...Objective:The purposes of this study were to investigate the general level of the mindfulness,physical self,and academic possible selves in the freshman nursing students,and to explore the relationship among the three variables,so as to provide a theoretical basis for the freshmen to improve their academic achievement on the basis of the correct understanding of the physical self.Methods:A total of 360 freshman nursing students were enrolled in this study from a medical school in Yantai City.Data were collected using three questionnaires:Body Self-description Questionnaire,Five Factors Mindfulness Questionnaire,and Academic Possible Selves Questionnaire.There were 341 valid questionnaires.Results:The mindfulness of the freshmen nursing students was at a medium level(3.03±0.28),their attitude to physical self(3.66±0.58)and academic possible selves(3.33±0.50)were positive.There were significant gender differences among coordination,physical activity,athletic ability,strength,endurance,observation,non-response,total physical self-score,and negative future academic possible selves.In the above factors,except negative future academic possible selves,the scores for boys were higher than that for girls(all P<0.05).There were significant positive relationships between physical self,mindfulness,and academic possible selves.Self-esteem,acting with awareness,endurance,and description were effective positive predictors of the academic possible selves,with a total explanation rate of 33.6%.Conclusion:There were close relationships among the physical self,the level of mindfulness,and the academic possible selves.Positive physical self-description and high level of mindfulness could help individuals develop a positive attitude toward their academic possible selves.展开更多
Objective: The purposes of this study were to analyze the influencing factors of self-directed learning readiness(SDLR) of nursing undergraduates and explore the impacts of learning attitude and self-efficacy on nursi...Objective: The purposes of this study were to analyze the influencing factors of self-directed learning readiness(SDLR) of nursing undergraduates and explore the impacts of learning attitude and self-efficacy on nursing undergraduates.Methods: A total of 500 nursing undergraduates were investigated in Tianjin, with the Chinese version of SDLR scale, learning attitude questionnaire of nursing college students, academic self-efficacy scale, and the general information questionnaire.Result: The score of SDLR was 149.99±15.73. Multiple stepwise regressions indicated that academic self-efficacy, learning attitude, attitudes to major of nursing, and level of learning difficulties were major influential factors and explained 48.1% of the variance in SDLR of nursing interns.Conclusions: The score of SDLR of nursing undergraduates is not promising. It is imperative to correct students' learning attitude, improve self-efficacy, and adopt appropriate teaching model to improve SDLR.展开更多
Effortful control (EC) is a temperamental self-regulatory capacity, defined as the efficiency of executive attention [1], which is related to individual differences in self-regulation. Although effortful control cover...Effortful control (EC) is a temperamental self-regulatory capacity, defined as the efficiency of executive attention [1], which is related to individual differences in self-regulation. Although effortful control covers some dispositional self-regulatory abilities important to cope with social demands of successful adaptation to school, such as attention regulation, individual differences in EC have recently been associated with school functioning through academic achievement including the efficient use of learning-related behaviors, which have been found to be a necessary precursor of learning and they refer to a set of children’s behaviors that involve organizational skills and appropriate habits of study. Therefore, the aim of this study is to review the literature on EC’s relationship to academic achievement via learning-related behaviors, which reflect the use of metacognitive control processes in kindergarten and elementary school students. The findings indicate that EC affects academic achievement through the facilitation of the efficient use of metacognitive control processes.展开更多
文摘The present study was carried out to analyze the effect of language self-efficacy and listening strategy on academic achievements in Chinese Qinghai-Tibet Plateau EFL learners.To achieve this goal,eighty-seven university students participated in the study and filled in language self-efficacy and listening strategy questionnaire.The result revealed that learners’language self-efficacy,listening strategy are positively correlated with academic achievements.Comparing the two factors influencing language learning,self-efficacy has higher prediction than listening strategies to academic achievements.Inner correlation exists in language self-efficacy and listening strategies.No gender exists.The study shed more light on the influence of self-efficacy and listening strategy on students’performance.
文摘Objective:The purposes of this study were to investigate the general level of the mindfulness,physical self,and academic possible selves in the freshman nursing students,and to explore the relationship among the three variables,so as to provide a theoretical basis for the freshmen to improve their academic achievement on the basis of the correct understanding of the physical self.Methods:A total of 360 freshman nursing students were enrolled in this study from a medical school in Yantai City.Data were collected using three questionnaires:Body Self-description Questionnaire,Five Factors Mindfulness Questionnaire,and Academic Possible Selves Questionnaire.There were 341 valid questionnaires.Results:The mindfulness of the freshmen nursing students was at a medium level(3.03±0.28),their attitude to physical self(3.66±0.58)and academic possible selves(3.33±0.50)were positive.There were significant gender differences among coordination,physical activity,athletic ability,strength,endurance,observation,non-response,total physical self-score,and negative future academic possible selves.In the above factors,except negative future academic possible selves,the scores for boys were higher than that for girls(all P<0.05).There were significant positive relationships between physical self,mindfulness,and academic possible selves.Self-esteem,acting with awareness,endurance,and description were effective positive predictors of the academic possible selves,with a total explanation rate of 33.6%.Conclusion:There were close relationships among the physical self,the level of mindfulness,and the academic possible selves.Positive physical self-description and high level of mindfulness could help individuals develop a positive attitude toward their academic possible selves.
文摘Objective: The purposes of this study were to analyze the influencing factors of self-directed learning readiness(SDLR) of nursing undergraduates and explore the impacts of learning attitude and self-efficacy on nursing undergraduates.Methods: A total of 500 nursing undergraduates were investigated in Tianjin, with the Chinese version of SDLR scale, learning attitude questionnaire of nursing college students, academic self-efficacy scale, and the general information questionnaire.Result: The score of SDLR was 149.99±15.73. Multiple stepwise regressions indicated that academic self-efficacy, learning attitude, attitudes to major of nursing, and level of learning difficulties were major influential factors and explained 48.1% of the variance in SDLR of nursing interns.Conclusions: The score of SDLR of nursing undergraduates is not promising. It is imperative to correct students' learning attitude, improve self-efficacy, and adopt appropriate teaching model to improve SDLR.
文摘Effortful control (EC) is a temperamental self-regulatory capacity, defined as the efficiency of executive attention [1], which is related to individual differences in self-regulation. Although effortful control covers some dispositional self-regulatory abilities important to cope with social demands of successful adaptation to school, such as attention regulation, individual differences in EC have recently been associated with school functioning through academic achievement including the efficient use of learning-related behaviors, which have been found to be a necessary precursor of learning and they refer to a set of children’s behaviors that involve organizational skills and appropriate habits of study. Therefore, the aim of this study is to review the literature on EC’s relationship to academic achievement via learning-related behaviors, which reflect the use of metacognitive control processes in kindergarten and elementary school students. The findings indicate that EC affects academic achievement through the facilitation of the efficient use of metacognitive control processes.
