摘要 :
The study examines the effects of self efficacy, self esteem and gender on performances in speaking tasks among first year university students. It also analyzes correlations of and gender differences in the variables treated. In t...
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The study examines the effects of self efficacy, self esteem and gender on performances in speaking tasks among first year university students. It also analyzes correlations of and gender differences in the variables treated. In this study, 128 participants, who had been interested to participate, were included. To gather data, scales and tests were used. Both descriptive and inferential statistics, namely, t-test, Pearson product moment correlation coefficient, and multiple regression analyses were applied to analyze the data. The results reveal that male students surpass female students in all the variables treated. It also is evident that all the variables are interrelated positively. Moreover, the output of the first multiple regression analysis show that 55% of the variances in speaking performance is accounted for by the group effects of the independent variables entered in the regression equation. Among these, speaking self-esteem and speaking efficacy were found to have great effects on performance in speaking tasks. Such findings seem to make clearer that attention needs to be paid to the determinants of speaking performance.
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摘要 :
The purpose of the study was to examine first year college students' success in reading as a function of their academic achievement in preparatory schools. To this end, data were collected from 138 year first students taking commu...
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The purpose of the study was to examine first year college students' success in reading as a function of their academic achievement in preparatory schools. To this end, data were collected from 138 year first students taking communicative English skills. Then, both descriptive and inferential statistics were employed to analyze the data. The results revealed that all of the variables were found to be correlates of students' reading performance. It was also indicated that students' college entrance English exam result was found to be a strong determinant of students' reading performance. In sum, the independent variables together accounted for 37% of the variances in students reading performance, and hence, it could be concluded that students' academic achievements in preparatory schools strongly influence college students' success in reading.
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