期刊名称：International Journal of Applied Linguistics and English Literature
印刷版ISSN：2200-3592
电子版ISSN：2200-3452
出版年度：2014
卷号：3
期号：1
页码：100-106
DOI：10.7575/aiac.ijalel.v.3n.1p.100
出版社：Australian International Academic Centre PTY. LTD.
摘要：Learners form their self-efficacy beliefs by interpreting information primarily from four sources namely performance accomplishments, vicarious experiences, verbal persuasion, and emotional arousal. It is important to recognize the four cognitive nature of self-efficacy because the cognitive appraisal of information from the four sources will influence self-efficacy and it cannot be evaluated based on one source per se (Lane, Jones & Stevens 2002). This article explores the four sources of self-efficacy among the high achievers in writing course. In analysing the finding, Z-scores were derived from each self-efficacy component score based on the aggregate mean and the standard deviation of the class. Findings show high frequency of negative z-value reported for Specific Progress (SPR) and Social Feedback (SF). Meanwhile, high frequency of positive z-value is found in the General Progress (GPR) and Physiological States (PS) components. Based on the finding, pedagogical implications, limitations and directions for further research are presented.
其他摘要：Learners form their self-efficacy beliefs by interpreting information primarily from four sources namely performance accomplishments, vicarious experiences, verbal persuasion, and emotional arousal. It is important to recognize the four cognitive nature of self-efficacy because the cognitive appraisal of information from the four sources will influence self-efficacy and it cannot be evaluated based on one source per se (Lane, Jones & Stevens 2002). This article explores the four sources of self-efficacy among the high achievers in writing course. In analysing the finding, Z-scores were derived from each self-efficacy component score based on the aggregate mean and the standard deviation of the class. Findings show high frequency of negative z-value reported for Specific Progress (SPR) and Social Feedback (SF). Meanwhile, high frequency of positive z-value is found in the General Progress (GPR) and Physiological States (PS) components. Based on the finding, pedagogical implications, limitations and directions for further research are presented.
关键词：Writing self-efficacy; writing skills; L2 high achiever writers
其他关键词：Writing self-efficacy; writing skills; L2 high achiever writers
