The Relationship between Social Support, Self‐Efficacy, and English Language Learning Achievement in Hong Kong
Datos Bibliográficos
| ID | 10816882 |
|---|---|
| Autores | Barry Bai (0000-0002-2124-5061, The Chinese University of Hong Kong Hong Kong), Grace Chih Nuo Chao (0000-0003-0823-0487, The Chinese University of Hong Kong Hong Kong), Chuang Wang (0000-0003-3372-2053, Xi'an Jiaotong University Xi'an Shaanxi China) |
| Año | 2019 |
| Volumen | 53 |
| Número | 1 |
| Páginas | 208-221 |
| Fecha de publicación | 2019-03-01 |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | TESOL Quarterly (JOURNAL) |
| Identificadores de la revista | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/tesq.439 |
| OpenAlex | W2801391360 |
| Idioma | EN |
| Citas recibidas | 39 |
| Referencias citadas | 19 |
China · Citation · Library science · Sociology · History · Parental Involvement in Education · Psychology · Reading and Literacy Development
Retracted Article
The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements
Social support and english academic achievement
The development and preliminary validation of a new measure of self-efficacy
Recapitulation on the effect of cross-cultural awareness and self-efficacy in education
A Mixed Method Study of Teachers’ Strategies in Reducing Students’ Anxiety levels
Practice schedules in a video-based software training arrangement
Student Resilience in Facing Covid-19 Pandemic Viewed From Social Support
Three paradigms of inquiry into self-regulated learning (SRL)
The flipped classroom approach in an English for specific purposes (ESP) course
Multilingual identity and English achievement
Beyond individual differences
Relations between motivation, social and emotional learning (SEL), and English learning achievements in Hong Kong primary schools
Self-efficacy, task values and growth mindset
Science epistemological beliefs, motivation, and performance
A Person‐Centered Analysis of Chinese EFL Learners' Self‐Efficacy and Value Beliefs
Influences of Social Expectations and Perceived Adults' Growth Mindsets on School Students' Self‐Regulated Learning and English Learning Achievement
Patterns of motivational beliefs among high-, medium-, and low-achieving English learners in China
When are performance-approach goals more adaptive for Chinese EFL learners? It depends on their underlying reasons
Motivation profiles of Chinese rural foreign language learners
Unveiling the Relationship Between Students’ Perceived Support by Significant Others and Academic Achievement in English Learning
Social Support, Resilience, and (AI‐Mediated) Informal Digital Learning of English among Multilingual Learners in Uzbekistan
How social support contributes to self-efficacy and learning achievement
Gender differences in the relations between EFL students' classroom relationships and English language proficiency
Relationship between self-efficacy and language proficiency
EFL students’ self-regulated learning, motivation, and perceived teacher support in cooperative learning
Teacher Support, Academic Buoyancy, Engagement, and English Academic Achievement
Motivational beliefs of urban and rural students in English as a foreign language learning
Enlarging English reading amount in Hong Kong primary schools
Assessing multilingual identity of Chinese university students
Demystifying the predictive role of students’ perceived foreign language teacher support in foreign language anxiety
Demystifying the nexus between social support, teacher support and psychological needs fulfilment with peace of mind, achievement emotions and situational motivation in artificial intelligence ‐integrated language learning
Unveiling the Influences
Boosting Learners' Confidence in Learning English
Microsystem components and EFL achievement in adolescence
Self‐Efficacy and Collective‐Efficacy as Predictors of Engagement in Group Conversation
The association between socioeconomic status and Chinese secondary students’ English achievement
Effects of Practice Types on the Acquisition of English Phrasal Verbs
Construction and Validation of a Scale to Measure College EFL Students' Perceived Teacher Support
Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement.
Effects of parental involvement on academic achievement
English language learners' self-efficacy profiles and relationship with self-regulated learning strategies
Relation of Academic Support From Parents, Teachers, and Peers to Hong Kong Adolescents' Academic Achievement
Influence of student-teacher and parent-teacher relationships on lower achieving readers' engagement and achievement in the primary grades.
Motivation and Self-Regulated Learning
Individualism and Collectivism
Facilitating Conditions for School Motivation
Beyond Pedagogy
Coefficient alpha and the internal structure of tests
Goodness-of-fit indexes in confirmatory factor analysis
Pupils' liking for school
| Citas por año | 6,5 |
|---|---|
| Intervalo de citas | 2020 - 2026 (7) |
| Altamente citado | No |