東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The Interrelations Among English Lan...

Gunes, Hilal,

FindBook

Google Book

Amazon

博客來

The Interrelations Among English Language Self-Efficacy, Enjoyment, Anxiety, and Achievement of University Students = = Uni̇versi̇te ogrenci̇leri̇ni̇n İngi̇li̇zceye yoneli̇k oz-yeterli̇k, keyi̇f, kaygi ve İngi̇li̇zce basarilari arasindaki̇ İli̇ski̇ /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Interrelations Among English Language Self-Efficacy, Enjoyment, Anxiety, and Achievement of University Students =/ Hilal Gunes.
其他題名:	Uni̇versi̇te ogrenci̇leri̇ni̇n İngi̇li̇zceye yoneli̇k oz-yeterli̇k, keyi̇f, kaygi ve İngi̇li̇zce basarilari arasindaki̇ İli̇ski̇ /
作者:	Gunes, Hilal,
面頁冊數:	1 electronic resource (221 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-11, Section: A.
Contained By:	Dissertations Abstracts International86-11A.
標題:	Foreign language instruction. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30687438
ISBN:	9798315733775

The Interrelations Among English Language Self-Efficacy, Enjoyment, Anxiety, and Achievement of University Students = = Uni̇versi̇te ogrenci̇leri̇ni̇n İngi̇li̇zceye yoneli̇k oz-yeterli̇k, keyi̇f, kaygi ve İngi̇li̇zce basarilari arasindaki̇ İli̇ski̇ /
Gunes, Hilal,

The Interrelations Among English Language Self-Efficacy, Enjoyment, Anxiety, and Achievement of University Students =Uni̇versi̇te ogrenci̇leri̇ni̇n İngi̇li̇zceye yoneli̇k oz-yeterli̇k, keyi̇f, kaygi ve İngi̇li̇zce basarilari arasindaki̇ İli̇ski̇ /Hilal Gunes. - 1 electronic resource (221 pages)

Source: Dissertations Abstracts International, Volume: 86-11, Section: A.

This study aimed to (a) explore the perceived levels of English language self-efficacy, enjoyment, and anxiety among EFL learners and (b) test a hypothesized model investigating their interrelations and potential predictive effects on English Language Achievement (ELA). Using a quantitative, non-experimental correlational design, data were collected through a 26-item composite survey. Participants were 471 EFL learners enrolled in the English Preparatory Program at a state university in Turkiye. Descriptive findings indicated high English self-efficacy and enjoyment levels, alongside moderate anxiety among EFL learners. Correlation analysis demonstrated a medium positive correlation between self-efficacy and ELA, a small positive correlation between enjoyment and ELA, and a small negative correlation between anxiety and ELA. Structural Equation Modeling (SEM) analysis further indicated that (1) Self-efficacy directly and positively predicted ELA, while enjoyment and anxiety exhibited no significant direct effects; (2) Enjoyment significantly enhanced self-efficacy, whereas anxiety diminished it; (3) Both enjoyment and anxiety indirectly influenced ELA through the mediating role of self-efficacy. These findings underscore self-efficacy's dual role as a direct predictor and mediator of ELA. Pedagogically, the findings suggest that ELA can be enhanced not only by directly fostering learners' self-efficacy but also indirectly by promoting enjoyment and mitigating anxiety. The study highlights the centrality of self-efficacy in EFL learning and provides actionable insights for educators in tertiary Turkish contexts, where the interplay of these affective factors remains underexplored.

English

ISBN: 9798315733775Subjects--Topical Terms:

3541319
Foreign language instruction.
Subjects--Index Terms:

Achievement

The Interrelations Among English Language Self-Efficacy, Enjoyment, Anxiety, and Achievement of University Students = = Uni̇versi̇te ogrenci̇leri̇ni̇n İngi̇li̇zceye yoneli̇k oz-yeterli̇k, keyi̇f, kaygi ve İngi̇li̇zce basarilari arasindaki̇ İli̇ski̇ /
LDR:05274nmm a22004693i 4500 001 2433214
005 20250825104025.5
006 m o d
007 cr|nu||||||||
008 261011s2025 miu||||||m |||||||eng d
020 $a 9798315733775
035 $a (MiAaPQD)AAI30687438
035 $a AAI30687438
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Gunes, Hilal, $e author. $3 3822734
245 1 0 $a The Interrelations Among English Language Self-Efficacy, Enjoyment, Anxiety, and Achievement of University Students = $b Uni̇versi̇te ogrenci̇leri̇ni̇n İngi̇li̇zceye yoneli̇k oz-yeterli̇k, keyi̇f, kaygi ve İngi̇li̇zce basarilari arasindaki̇ İli̇ski̇ / $c Hilal Gunes.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2025
300 $a 1 electronic resource (221 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-11, Section: A.
500 $a Advisors: Uysal Gurdal, Hacer Hande; Saricoban, Arif Committee members: Dogan, Nuri; Peker, Hilal; Ergul, Hatice.
502 $b Ph.D. $c Hacettepe Universitesi (Turkey) $d 2025.
520 $a This study aimed to (a) explore the perceived levels of English language self-efficacy, enjoyment, and anxiety among EFL learners and (b) test a hypothesized model investigating their interrelations and potential predictive effects on English Language Achievement (ELA). Using a quantitative, non-experimental correlational design, data were collected through a 26-item composite survey. Participants were 471 EFL learners enrolled in the English Preparatory Program at a state university in Turkiye. Descriptive findings indicated high English self-efficacy and enjoyment levels, alongside moderate anxiety among EFL learners. Correlation analysis demonstrated a medium positive correlation between self-efficacy and ELA, a small positive correlation between enjoyment and ELA, and a small negative correlation between anxiety and ELA. Structural Equation Modeling (SEM) analysis further indicated that (1) Self-efficacy directly and positively predicted ELA, while enjoyment and anxiety exhibited no significant direct effects; (2) Enjoyment significantly enhanced self-efficacy, whereas anxiety diminished it; (3) Both enjoyment and anxiety indirectly influenced ELA through the mediating role of self-efficacy. These findings underscore self-efficacy's dual role as a direct predictor and mediator of ELA. Pedagogically, the findings suggest that ELA can be enhanced not only by directly fostering learners' self-efficacy but also indirectly by promoting enjoyment and mitigating anxiety. The study highlights the centrality of self-efficacy in EFL learning and provides actionable insights for educators in tertiary Turkish contexts, where the interplay of these affective factors remains underexplored.
520 $a Bu calisma, Ingilizceyi yabanci dil olarak ogrenen (EFL) ogrencilerin Ingilizceye yonelik ozyeterlik, keyif ve kaygi duzeylerini arastirmayi; ve bu degiskenlerin birbirleriyle olan iliskilerini ve Ingilizce Dil Basarisi (IDB) uzerindeki olasi etkilerini inceleyen bir modeli test etmeyi amaclamistir. Veriler, nicel, deneysel olmayan iliskisel bir desen kullanilarak, 26 maddelik bir anket araciligiyla toplanmistir. Katilimcilar, Turkiye'deki bir devlet universitesinin Ingilizce Hazirlik Programi'na kayitli 471 EFL ogrencisinden olusmaktadir. Betimsel bulgular, ogrencilerde yuksek Ingilizce ozyeterligi ve keyif duzeyleri ile orta duzeyde kaygi oldugunu ortaya koymustur. Korelasyon analizi, ozyeterlik ile IDB arasinda orta duzeyde pozitif bir iliski, keyif ile IDB arasinda kucuk duzeyde pozitif bir iliski ve kaygi ile IDB arasinda kucuk duzeyde negatif bir iliski oldugunu gostermistir. Yapisal Esitlik Modellemesi (SEM) analizi ise su sonuclari gostermistir (1) Ozyeterlik, IDB'yi dogrudan ve pozitif olarak yordarken; keyif ve kayginin dogrudan anlamli bir etkisi bulunmamistir; (2) Keyif, ozyeterligi anlamli derecede artirirken; kaygi ozyeterligi azaltmistir; (3) Hem keyif hem de kaygi, ozyeterlik araciligiyla IDB uzerinde dolayli etkiler gostermistir. Bu bulgular, ozyeterligin IDB uzerinde hem dogrudan bir belirleyici hem de araci olarak ikili rolunu vurgulamaktadir. Pedagojik acidan, sonuclar IDB'nin yalnizca ozyeterligi dogrudan gelistirerek degil, ayni zamanda keyfi artirarak ve kaygiyi azaltarak dolayli yoldan da iyilestirilebilecegini onermektedir. Calisma, bu duyussal faktorlerin etkilesiminin henuz yeterince arastirilmadigi Turkiye'deki universite baglamlarinda, Ingilizce ogreniminde ozyeterligin merkezi rolunu ortaya koyarak egitimciler icin uygulanabilir stratejiler sunmaktadir.
546 $a English
590 $a School code: 0711
650 4 $a Foreign language instruction. $3 3541319
650 4 $a Language. $3 643551
650 4 $a Educational psychology. $3 517650
653 $a Achievement
653 $a Anxiety
653 $a English language
653 $a Enjoyment
653 $a Positive psychology
653 $a Self-efficacy
690 $a 0444
690 $a 0525
690 $a 0679
710 2 $a Hacettepe Universitesi (Turkey). $b Education. $e degree granting institution. $3 3822735
720 1 $a Uysal Gurdal, Hacer Hande $e degree supervisor.
720 1 $a Saricoban, Arif $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-11A.
790 $a 0711
791 $a Ph.D.
792 $a 2025
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30687438