Title: Self-efficacy, task complexity and task performance: Exploring interactions in two versions of vocabulary learning tasks
Authors: Wu, Xiaoli ×
Lowyck, Joost
Sercu, Lies
Elen, Jan #
Issue Date: 2012
Publisher: Kluwer Academic Publishers
Series Title: Learning Environments Research vol:15 issue:1 pages:17-35
Abstract: The present study aimed for better understanding of the interactions between task complexity and students’ self-efficacy beliefs and students’ use of learning strategies, and finally their interacting effects on task performance. This investigation was carried out in the context of Chinese students learning English as a foreign language in a university in China. The participants were 78 second-year university students (mean age = 20.9 years).
This study used a repeated-measures design with task complexity as the within-participants factor, and task sequence as the between-participants factor. Results indicated a significant task effect for self-efficacy beliefs and task performance, and a significant interaction effect of sequence with task complexity for learners’ self-efficacy beliefs in learning for both task versions, learners with higher self-efficacy beliefs had better task performances than learners with lower self-efficacy beliefs. The results also revealed a strong correlation between self-efficacy and the use of learning strategies for both tasks.
ISSN: 1387-1579
VABB publication type: VABB-1
Publication status: published
KU Leuven publication type: IT
Appears in Collections:Language and Education, Leuven - miscellaneous
Leuven Language Institute (ILT)
Education and Training
× corresponding author
# (joint) last author

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