期刊名称：International Journal of Contemporary Educational Research
电子版ISSN：2148-3868
出版年度：2020
卷号：7
期号：1
页码：127-148
DOI：10.33200/ijcer.657172
语种：English
出版社：Mustafa AYDIN
摘要：This study aims to investigate the impact of metacognitive awareness and self-efficacy beliefs of middle school students on their level of foreign language learning anxiety by using structural equation modelling. A total of 285 7th and 8th grade students from a middle school in Turkey during the 2018-2019 academic year were included in the study. In the study,Personal Information Form,Foreign Language Anxiety Scale,The Self-Efficacy Questionnaire for Children,and The Junior Metacognitive Awareness Inventory were used as data collection tools. As a result of the study,the descriptive statistics indicated that the students had moderate levels of metacognitive awareness,self-efficacy beliefs,and foreign language learning anxiety. According to the results obtained from the structural equation modelling,it was concluded that the metacognitive awareness levels of the students did not have a mediating effect on the relationship between the students' level of foreign language learning anxiety and self-efficacy beliefs. In conclusion,it was determined that metacognitive awareness,self-efficacy beliefs,and foreign language learning anxiety are individual differences which interact with each other and are of great importance in foreign language learning,and that metacognitive awareness and self-efficacy beliefs have the power to affect foreign language learning anxiety.
关键词：Metacognitive awareness;self-efficacy belief;foreign language learning anxiety;structural equation modelling
