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首页> 外文期刊>Journal of Educational and Developmental Psychology >Self-Efficacy and Self-Regulated Learning Strategies for English Language Learners: Comparison between Chinese and German College Students
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Self-Efficacy and Self-Regulated Learning Strategies for English Language Learners: Comparison between Chinese and German College Students

机译：英语学习者的自我效能感和自我调节的学习策略：中德两国大学生的比较

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Two hundred Chinese and 160 German college students completed two surveys about their self-efficacy beliefs and self-regulated learning (SRL) strategies learning English in China and Germany. All participants took an English language test to measure their English proficiency. Cronbach’s alpha was used to check the internal consistency of the surveys, and confirmatory factor analysis was employed for the construct validity. Factorial invariance of the self-efficacy survey was tested between Chinese and German students. Both surveys turned out to be reliable and valid with satisfactory goodness-of-fit indices. The self-efficacy survey was found to have the same latent structure between Chinese and German students. The SRL strategy survey, however, was found to have a different latent structure. Mean differences between Chinese and German students were compared with multivariate analysis of variance, and relationships between self-efficacy, SRL strategies, and English proficiency were examined with structural equation modeling. Chinese students reported a lower level of self-efficacy beliefs but their English proficiency was not significantly different in comparison to German students. Their use of SRL strategies was not significantly different, either. Statistically significant relationships were noted between self-efficacy, use of SRL strategies, and English language test scores. Female students reported higher levels of self-efficacy beliefs but gained lower scores on the English language test in both countries. Implications of the results are discussed for English language instruction in both countries. Future studies are recommended to use the same English language test in two countries and to use a balanced sample between male and female students.
机译：200名中国人和160名德国大学生完成了两项关于他们在中国和德国学习英语的自我效能感信念和自我调节学习（SRL）策略的调查。所有参与者都进行了英语测验，以衡量他们的英语水平。使用Cronbach的alpha来检查调查的内部一致性，并使用验证性因子分析来验证结构的有效性。在中国和德国学生之间测试了自我效能感调查的因子不变性。两项调查都证明是可靠和有效的，并具有令人满意的拟合优度指数。发现自我效能感调查在中国和德国学生之间具有相同的潜在结构。然而，发现SRL战略调查具有不同的潜在结构。将中国和德国学生之间的平均差异与方差的多元分析进行比较，并通过结构方程模型检查自我效能，SRL策略和英语水平之间的关系。中国学生的自我效能感水平较低，但与德国学生相比，他们的英语水平没有显着差异。他们对SRL战略的使用也没有显着差异。自我效能感，SRL策略的使用和英语测试成绩之间存在统计学上的显着关系。在这两个国家，女学生的自我效能感信念水平较高，但英语测试成绩却较低。讨论了结果对两国英语教学的影响。建议将来的研究在两个国家使用相同的英语语言测试，并在男女学生之间使用均衡的样本。

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