Tongan students’ attitudes towards their subjects in new zealand relative to their academic achievement

'Otunuku, Mo'ale; Brown, Gavin

doi:10.1007/bf03025838

Cited by 33 publications

(28 citation statements)

References 18 publications

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“…This study was also in line with Otunuku and Brown (2007), that positive attitudes improve student's achievement in language learning. It was also concluded that enhancing students' positive attitudes towards reading comprehension needs to be developed as a priority; this conclusion supports Rye's (2006) idea in which he believes that students attitudes is important because, it is the individual students who finally decide whether or not they wish to engage themselves in the critical process of reading comprehension (as cited in Devi, 2012).…”

Section: Discussionsupporting

confidence: 87%

The Impact of Consciousness-raising vs. Structure-based Production Tasks on Reading Comprehension of Iranian Mid-intermediate EFL

Erfani¹,

Torkamani²

2015

TPLS

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Abstract-Task-based instruction is crucial in SLA research, teaching and learning language skills particularly reading comprehension. This study investigated the effect of two kinds of focused tasks on reading comprehension and on the attitudes of Iranians mid-intermediate EFL learners. At first, a pilot study was conducted to see the feasibility of the treatments as well as reliability and validity of the instruments of the study. In the main study, a language proficiency test was used to homogenize the 70 participants who attended two experimental groups followed by an administration of the attitudes questionnaires. During the treatments, in one group, the participants received consciousness-raising tasks, and in the other group structure-based production tasks were applied. At the end of instructional courses, the two groups took a reading post-test and were asked to fill out the questionnaire again. The statistical analyses indicated that structure-based production tasks had more significant effect not only on the learners reading comprehension but also on their attitudes toward reading comprehension; while consciousness-raising focused tasks had a significant impact only on learners' attitudes toward reading comprehension. The study also concluded the importance of applying appropriate tasks in reading courses.

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Section: Discussionsupporting

confidence: 87%

The Impact of Consciousness-raising vs. Structure-based Production Tasks on Reading Comprehension of Iranian Mid-intermediate EFL

Erfani¹,

Torkamani²

2015

TPLS

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“…While there is clearly a strong relationship between student year and reading score, the relationship of being in a high or low level group to reading score, 2 2 while statistically significant, had small effect sizes (i.e., ή <.13) (Interest F(3)=70.053***; ή =.07; 2 Self-Efficacy F(3)=71.01***; ή =.12). Thus, reading score is largely independent of level of interest and self-efficacy, consistent with a previous study (' Otunuku & Brown, 2007).…”

Section: Sarsupporting

confidence: 91%

“…Most studies have shown that both self-efficacy and personal interest have a small to medium positive effect on academic performance (Hattie, 2004;Marsh, Hau, Artelt, Baumert, & Peschar, 2006;'Otunuku & Brown, 2007;Schunk, 1983). An important competence belief (Schunk & Zimmerman, 2006) is self-efficacy (i.e., "conviction that one can successfully execute the behaviour required to produce the outcomes" [Bandura, 1977, p. 79]), which influences the actions people choose and persist with, even in face of difficulties.…”

Section: Self-efficacy and Interestmentioning

confidence: 99%

“…and Ÿ How do you feel about going to the library to get something to read? 'Otunuku and Brown (2007) reported, using confirmatory factor analysis, that these items formed two scales (i.e., interest and self-efficacy) with good fit properties. The moderate intercorrelation (r=.64) between self-efficacy and interest in reading comprehension indicated each scale could be used separately.…”

Section: Sarmentioning

confidence: 99%

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The Effect of Conceptions of Assessment upon Reading Achievement: An Evaluation of the Influence of Self-efficacy and Interest

Brown¹,

Walton²

2017

Interdiscip Educ Psychol

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Self-regulation of learning requires that students conceive of assessments as a means of reflecting upon and guiding their learning. The relationship of student beliefs about the importance, usefulness, or purpose of assessment to self-efficacy and interest and their joint effect on reading performance has not been investigated. In the context of a large nationally representative survey of New Zealand secondary school students, participants completed either Form 1 or 2 of the Student Conceptions of Assessment (SCoA) inventory version 2, a brief inventory on self-efficacy and interest in reading, and a standardised reading achievement test. Measurement models for both forms of the SCoA were established using exploratory and confirmatory factor analysis. A structural model relating conceptions of assessment to reading performance for each version of the SCoA inventory was established. Invariance of the models for students with high vs. low levels of selfefficacy or interest in reading was tested. Only two conceptions of assessment had statistically significant relations to achievement (i.e., assessment makes me accountable and assessment is useless). Metric equivalence was found for all groups and forms, except version 2A interest. Accountability effects were generally small and not statistically significant, while effects from useless were stronger and negative. Differences between levels of interest and self-efficacy were small. These results suggest that students with lower and higher self-reported interest and self-efficacy can be treated similarly, with a focus on reducing the maladaptive effects of believing assessment is useless.

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“…These contrasting beliefs were, respectively, associated with low and high levels of academic performance. 'Otunuku and Brown (2007) reported that the correlation between students' self-reported efficacy and interest in reading, writing, and mathematics was positively correlated with achievement for Pakeha students and zerocorrelated for Pasifika students, including Tongan. They argued that not having a realistic and accurate sense of their own competence within each subject meant that Pasifika students would be less likely to implement appropriate study and learning behaviours.…”

mentioning

confidence: 99%

Tongan secondary students’ conceptions of schooling in New Zealand relative to their academic achievement

'Otunuku¹,

Brown

Airini

2013

Asia Pacific Educ. Rev.

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This study examines the relationship between Tongan students' attitudes and beliefs towards their school experiences and their academic achievement on the highstakes National Certificate of Educational Achievement (NCEA) assessments in English and mathematics. Data were obtained from using previously published selfreported inventories on a sample of Tongan senior students in New Zealand secondary schools. Confirmatory factor analysis of students' conceptions found good fit measurement models for each domain (teaching, learning, and assessment). Structural equation modelling was used to identify the effect of the various beliefs upon students' total score in each subject and upon internal and externally assessed performance. It was noted that different beliefs became statistically significant predictors of performance, depending on the subject and type of assessment. Nonetheless, all three constructs played some role in at least one subject. A small-to-moderate proportion of variance in NCEA performance could be attributed to student beliefs, suggesting that efforts to help students adopt adaptive beliefs will have beneficial consequences for those students.

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Tongan students’ attitudes towards their subjects in new zealand relative to their academic achievement

Cited by 33 publications

References 18 publications

The Impact of Consciousness-raising vs. Structure-based Production Tasks on Reading Comprehension of Iranian Mid-intermediate EFL

The Impact of Consciousness-raising vs. Structure-based Production Tasks on Reading Comprehension of Iranian Mid-intermediate EFL

The Effect of Conceptions of Assessment upon Reading Achievement: An Evaluation of the Influence of Self-efficacy and Interest

Tongan secondary students’ conceptions of schooling in New Zealand relative to their academic achievement

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