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Self-efficacy in teaching Chinese as a foreign language in Australian schools
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Native language self-concept and reading self-concept. Same or different? ...
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Native language self-concept and reading self-concept. Same or different?
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In: The journal of experimental education 82 (2014) 2, S. 229-252 (2014)
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Young second language learners’ competence and affective self-concept
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Saudi female students learning English : motivation, effort, and anxiety
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Questioning new directions in understanding student motivation : an investigation into the domain specificity of motivational goals
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Chinese language reform in Singapore : teacher perceptions of instructional approaches and curriculum implementation
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Mandatory use of technology in teaching : who cares and so what?
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Relating use of digital technology by pre-service teachers to confidence : a Singapore survey
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Self-concepts of English-speaking and non-English-speaking students in an English-speaking country
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University students’ satisfaction with Spanish learning online and face-to-face
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Adolescent peer relations instrument : assessment of its reliability and construct validity when used with upper primary students
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Domain specificity of trilingual teachers' verbal self-concepts
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Abstract:
Teachers from Hong Kong (N=437) responded to English, math, Cantonese, and Mandarin self-concept items. Confirmatory factor analysis found good support for the distinction of 4 domain-specific self-concepts. English self-concept had a low correlation with Mandarin self-concept (r = .09) and a negative correlation with Cantonese self-concept (r = -.19). Cantonese and Mandarin, which presumably pertain to a single Chinese language domain, were also negatively correlated (r = -.11). These very low correlations did not allow the 3 language constructs to form a single verbal factor. The results challenge the assumption of a single verbal self-concept construct for speakers of multiple languages. For trilinguals, the verbal self-concept constructs can be very distinct and unrelated to each other.
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Keyword:
130309 - Learning Sciences; China; Educational psychology; Language and languages; Multilingualism; Self-perception; Study and teaching
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URL: https://doi.org/10.1037/0022-0663.96.2.360 http://handle.uws.edu.au:8081/1959.7/10043
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