Finnish Lower Secondary School Pupils' Perceived Self- efficacy and Their Use of Language Learning Strategies
Blom-Visuri, Johanna (2023-11-20)
Finnish Lower Secondary School Pupils' Perceived Self- efficacy and Their Use of Language Learning Strategies
(20.11.2023)
Julkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.
suljettu
Julkaisun pysyvä osoite on:
https://urn.fi/URN:NBN:fi-fe20231211152940
https://urn.fi/URN:NBN:fi-fe20231211152940
Tiivistelmä
This study set out to research self-efficacy beliefs and the use of language learning strategies (LLS) among Finnish lower secondary school pupils. The objective was to examine how the pupils' perceived self-efficacy and their use of LLS differ between 7th, 8th, and 9th graders, as well as to discover if there was a difference in the possible correlation of the pupils' perceived self-efficacy and their use of LLS, and finally, to research the possible effect of pupils' gender or language proficiency on their perceived self-efficacy or their use of LLS.
The data for the present study were collected from 166 Finnish lower secondary school pupils via a questionnaire that essentially consisted of 9 questions on self-efficacy and 50 questions on language learning strategies.
The results showed that the pupils' perceived self-efficacy or their use of LLS did not differ in a statistically significant way based on the grade that they attended. Findings also revealed that there was a statistically significant correlation between the pupils' perceived self-efficacy and their use of LLS. However, there was no statistically significant difference in this correlation between the 7th and 9th graders. Gender was not found to affect the pupils' perceived self-efficacy or their use of LLS. In contrast, language proficiency was shown to share a strong positive correlation with both the pupils' perceived self-efficacy and their use of LLS.
Due to the scale of this study, it was not possible to evaluate the underlying factors behind the observed correlations. Based on the findings, further research is needed to discover what causes the correlation between self-efficacy and the use of LLS, as well as the correlation between language proficiency and pupils' perceived self-efficacy. Furthermore, a recommendable objective for future research is to find out how much the findings of the present study were affected by the fact that all of the participants attended the same school.
The data for the present study were collected from 166 Finnish lower secondary school pupils via a questionnaire that essentially consisted of 9 questions on self-efficacy and 50 questions on language learning strategies.
The results showed that the pupils' perceived self-efficacy or their use of LLS did not differ in a statistically significant way based on the grade that they attended. Findings also revealed that there was a statistically significant correlation between the pupils' perceived self-efficacy and their use of LLS. However, there was no statistically significant difference in this correlation between the 7th and 9th graders. Gender was not found to affect the pupils' perceived self-efficacy or their use of LLS. In contrast, language proficiency was shown to share a strong positive correlation with both the pupils' perceived self-efficacy and their use of LLS.
Due to the scale of this study, it was not possible to evaluate the underlying factors behind the observed correlations. Based on the findings, further research is needed to discover what causes the correlation between self-efficacy and the use of LLS, as well as the correlation between language proficiency and pupils' perceived self-efficacy. Furthermore, a recommendable objective for future research is to find out how much the findings of the present study were affected by the fact that all of the participants attended the same school.