Gender and Achievement Differences in Secondary Students’ Verbal Self-Concepts: A Closer Look beyond Bivariate Comparison

Faber, Günter

doi:10.14204/ejrep.31.13066

Cited by 2 publications

(4 citation statements)

References 79 publications

(59 reference statements)

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“…Furthermore, little is known about the role of grade level and gender will play to explain differences in learners' selfefficacy expectancies and related task completion effects. As demonstrated elsewhere (Faber, 2012(Faber, , 2013, gender does not necessarily affect self -efficacy scores of all learners the same way. Rather it can operate in a differential manner -e.g.…”

Section: Purpose and Research Questions Of The Present Studymentioning

confidence: 58%

“…Most notably, similar task completion effects did not occur in the low performing subgroup. As this effect pattern cannot be explained by performance differences, it immediately suggests a certain gender stereotyping bias to operate (Faber, 2013;Ellemers, 2018). Even so, this bias appeared to be in opposite to well proven differences (Huang, 2013;Skaalvik & Skaalvik, 2004) which demonstrated females to have a higher sense of self-efficacy in language arts.…”

Section: Task Completion Effectsmentioning

confidence: 82%

“…Accordingly, for each grade level an ANOVA with repeated self-efficacy measures and learners' gender as independent factor variable was run. Furthermore, in order to detect possible task completion and gender effects depending on learners' actual task performance (Faber, 2013), an ANOVA with self-efficacy expectancies as dependent variables included gender and task performance as independent factor variables. This analysis was conducted separately for each measurement time.…”

Section: Data Analysesmentioning

confidence: 99%

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Preadolescent EFL learners’ self-efficacy expectancies before and after completion of a grammar task: Multivariate analyses of grade level, gender, and performance effects

Faber¹

2020

Apples

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Learners’ task-specific self-efficacy expectancies have gained increased attention in the EFL context. Across various competence areas they have been demonstrated to substantially affect learners’ motivation, learning approach, and performance. However, certain research gaps still exist – particularly concerning younger learners’ grammar self-efficacy. Furthermore, though conceptually assumed to play an essential role in learners’ self-efficacy formation and calibration accuracy, little is empirically known about task completion effects. The same applies to the role of grade level and gender differences in lower secondary EFL classrooms. Against this background, the present study addressed the effects on preadolescent learners’ self-efficacy expectancies before and after completion of a grammar task. In a sample of 212 preadolescent learners at secondary grade 5 and 6 their self-efficacy expectancies were analyzed before and after task completion. ANOVA results and post hoc analyses indicated task completion effects to exist in a most differentiated manner – and to substantially depend on an interaction between learners’ grade level, gender, and task performance. Fifth-graders’ but not sixth-graders’ self-efficacy expectancies were more accurate after task completion. Most remarkably, it was the male fifth-graders in the high performing group who initially overestimated their grammar performance and perceived their capabilities more realistically after task completion. Thus, it is a matter of careful differentiation for teachers to support effective self-efficacy cognitions of EFL learners during secondary grades. In research, repeated measurement of individual self-efficacy estimates before and after task completion can help to reveal more about the ongoing process of self-concept development.

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Section: Purpose and Research Questions Of The Present Studymentioning

confidence: 58%

Section: Task Completion Effectsmentioning

confidence: 82%

Section: Data Analysesmentioning

confidence: 99%

See 1 more Smart Citation

Preadolescent EFL learners’ self-efficacy expectancies before and after completion of a grammar task: Multivariate analyses of grade level, gender, and performance effects

Faber¹

2020

Apples

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“…Conceivably, gender differences in EFL attributions will yet emerge over time -after learners will have experienced a longer history of success or failure and, accordingly, will have possibly developed gender-dependent self-beliefs on own strengths and difficulties (Pomerantz, Altermatt, & Saxon, 2002). Moreover, subtle gender effects do not necessarily have to operate at all proficiency levels in the same way (Faber, 2013(Faber, , 2017b. Further analyses should, therefore, examine differential gender effects in the long term.…”

Section: Gender and Grade Level Effectsmentioning

confidence: 99%

Longitudinal effects of task performance and self-concept on preadolescent EFL learners’ causal attributions of grammar success and failure

Faber

2019

SSLLT

Self Cite

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Learners’ academic self-concepts and attributions have been widely evidenced to substantially regulate their educational development. Developmentally, they will not only operate in a mutually reinforcing manner. Rather, self-concepts will directly affect learners’ outcome attributions in a particular academic setting. Current research in the English as a foreign language (EFL) context has increasingly analyzed learners’ attributions and self-concepts on a task-specific construct level. Nevertheless, there still exist certain research gaps in the field, particularly concerning learners’ grammar self-concept and attributions. Therefore, the present study aimed at analyzing longitudinal relations of prior performance and self-concept with subsequent attributions of grammar success and failure in a sample of preadolescent EFL learners. Findings demonstrated that attributional patterns mostly but not entirely depended on learners’ grammar self-concept. Poor performing learners holding a low self-concept displayed a maladaptive attribution pattern for explaining both grammar success and failure. Though not with respect to all causal factors, these findings largely confirm the crucial role of task-specific self-concept in longitudinally explaining related control beliefs in the EFL context.

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Gender and Achievement Differences in Secondary Students’ Verbal Self-Concepts: A Closer Look beyond Bivariate Comparison

Abstract: Introduction. Against the background of contradictory research findings in the field the present study

Cited by 2 publications

References 79 publications

Preadolescent EFL learners’ self-efficacy expectancies before and after completion of a grammar task: Multivariate analyses of grade level, gender, and performance effects

Preadolescent EFL learners’ self-efficacy expectancies before and after completion of a grammar task: Multivariate analyses of grade level, gender, and performance effects

Longitudinal effects of task performance and self-concept on preadolescent EFL learners’ causal attributions of grammar success and failure

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