A longitudinal study of students' academic self‐concept in a streamed setting: The Singapore context

Liu, Woon Chia; Wang, John; Parkins, E. J.

doi:10.1348/000709905x42239

Cited by 103 publications

(99 citation statements)

References 61 publications

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“…These results support numerous research findings in the field of education and in the field of foreign language learning that show that positive self-concept is linked to high academic achievement (Byrne, 1990;Choi, 2005;Liu et al, 2005;Marsh et al, 2002;Muijs, 1997).…”

Section: Research Question 3 Do Both Anxiety and Academic Self-concepsupporting

confidence: 89%

“…The results obtained by Liu (2010), for example, in her study of Taiwanese university students learning English, and also by Matovu (2012) in a study of Malaysian students, female students tended to have higher academic self-concept. In both cases, the scale used was the academic self-concept scale (ASC) elaborated by Liu et al (2005), which has been mainly used in the Asian context.…”

Section: Research Question 2 What Is the Level Of Interpreter Traineementioning

confidence: 99%

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Correlation between anxiety and academic self-concept in interpreter trainees

Arnaiz-Castro

Díaz

2016

CLAC

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This paper focuses on two basic issues: the anxiety-generating nature of the interpreting task and the relevance of interpreter trainees' academic self-concept. The first has already been acknowledged, although not extensively researched, in several papers, and the second has only been mentioned briefly in interpreting literature. This study seeks to examine the relationship between the anxiety and academic self-concept constructs among interpreter trainees. An adapted version of the Foreign Language Anxiety Scale , the Academic Autoconcept Scale (Schmidt, Messoulam & Molina, 2008) and a background information questionnaire were used to collect data.Students' t-Test analysis results indicated that female students reported experiencing significantly higher levels of anxiety than male students. No significant gender arnaiz-castro and perez-luzardo: anxiety and academic self-concept 58 difference in self-concept levels was found. Correlation analysis results suggested, on the one hand, that younger would-be interpreters suffered from higher anxiety levels and students with higher marks tended to have lower anxiety levels; and, on the other hand, that younger students had lower self-concept levels and higher-ability students held higher self-concept levels. In addition, the results revealed that students with higher anxiety levels tended to have lower self-concept levels. Based on these findings, recommendations for interpreting pedagogy are discussed.

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Section: Research Question 3 Do Both Anxiety and Academic Self-concepsupporting

confidence: 89%

Section: Research Question 2 What Is the Level Of Interpreter Traineementioning

confidence: 99%

Correlation between anxiety and academic self-concept in interpreter trainees

Arnaiz-Castro

Díaz

2016

CLAC

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“…Ayrıca pozitif benlik kavramı olan öğrencilerin akademik başarısının da daha iyi olduğu bildirilmiştir. [26,[59][60][61][62] Verschueren ve ark. [12] anne, öğretmen ve akranlarıyla iliş-kilerinin öğrencilerin benlik kavramına etkisini araştırdıkları çalışmada benlik kavramı ve sosyal ilişki arasında bağlantı bulmuşlardır.…”

Section: Discussionunclassified

Studying High School Students Detection Forms of Self Concepts In Terms Of Some Variables

Adana¹,

Arslantaş²,

Sahbaz³

2012

Psi Hem Derg

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“…Thus, students placed in lower-ability streamed classes may initially form a more negative academic self-concept. However, Liu et al (2005) found that lower-ability students had a more positive academic self-concept than their higher-ability counterparts three years after placement. This reversal might be attributable to a more competitive classroom environment in higher streams, while students in lower streams may have more opportunity to experience success, consistent with the big-fish-little-pond (BFLP) effect.…”

mentioning

confidence: 84%

“…In fact, research findings have been mixed. Liu, Wang, and Parkins (2005) suggest that for streamed students who understand the streaming process, across-group comparisons are strongest immediately after placement, since learners do not yet have any basis for comparing themselves with their classmates. Thus, students placed in lower-ability streamed classes may initially form a more negative academic self-concept.…”

Section: Literature Reviewmentioning

confidence: 99%

Student Perceptions of Their Learning Experience in Streamed and Mixed-Ability Classes

Joyce¹,

McMillan²

2010

LEiA

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Many foreign and second language programs place students in streamed classes according to their level of proficiency in the target language in order to allow teachers to better tailor lessons to the ability level of their students. On the other hand, it is argued that in mixed-ability classes, both higher-and lower-proficiency learners can benefit from peer tutoring and that lower-proficiency learners feel less stigmatized. While numerous studies have examined the effects of streaming in other contexts, few studies have been conducted to date within the context of L2 learning. Following a review of the relevant literature, this paper reports the results of a survey exploring the perceptions of first-year university students regarding their learning experiences in streamed and mixed-ability EFL classes. After considering a number of topical issues connected to student effect, the study concludes that there are advantages to streaming for both lower and higher proficiency students.Walqui asserts that "a basic educational principle is that new learning should be based on prior experiences and existing skills" (2000, p. 3). With this in mind, many foreign and second language programs stream students according to their level of ability in the target language (TL). Jones, Harris, and Putt define streaming as "the practice of dividing up a group of students on the basis of previous educational experience or achievement, and subjecting the different subgroups to different educational experiences " (1990, p. 21). Through the creation of relatively homogeneous classes, teachers can more easily design activities that suit the proficiency level of their students (Ansalone, 2003). However, advocates of mixed-proficiency classes believe that teachers can meet the needs of each learner by providing differentiated instruction (Burris & Garrity, 2008), and that students can also be supported in their learning through peer tutoring. It is also argued that streaming may have a stigmatizing effect on lower-proficiency learners, potentially leading to demotivation. Literature ReviewSocio-affective effects. All groups, whether streamed or multi-level, first go through a "forming" stage during which learners try to find their place in the class "hierarchy" (Dörnyei & Murphey, 2003, p. 14). EFL learners often compare themselves to their peers, "many of whom appear to be more competent and proficient" (Dörnyei & Murphey, 2003, p. 15). We might expect, then, that this forming stage would be more stressful for lower-proficiency learners in mixed-ability classes who find themselves working alongside highly proficient classmates. Yet at the same time, stronger students may conceal their more advanced skills for fear of being viewed as show-offs or "nerds" (Dörnyei & Murphey, 2003, p. 36). Students may affect a strong L1 accent, since speaking like a native speaker may be viewed as a sign of no longer belonging to one's L1 peer group (Walqui, 2000;Lefkowitz & Hedgcock, 2002).One argument often made against streaming is that students...

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A longitudinal study of students' academic self‐concept in a streamed setting: The Singapore context

Abstract: Streaming may have a short-term negative impact on lower-ability stream students' academic self-concept. However, in the long run, being in the lower-ability stream may not be detrimental to their academic self-concept.

Cited by 103 publications

References 61 publications

Correlation between anxiety and academic self-concept in interpreter trainees

Correlation between anxiety and academic self-concept in interpreter trainees

Studying High School Students Detection Forms of Self Concepts In Terms Of Some Variables

Student Perceptions of Their Learning Experience in Streamed and Mixed-Ability Classes

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