Pub Date : 2024-05-11DOI: 10.37870/joqie.v14i23.424
Said Mkhdramine, K. Essafi
Cette étude a deux objectifs : (1) déterminer les caractéristiques de l’enseignement efficace de point de vue des enseignants du supérieur ; et (2) identifier leur conception quant à ce concept. Les auteurs ont tenté d'atteindre ces objectifs par le biais d’une enquête. Douze enseignants universitaires, du département des sciences de la vie de la faculté des sciences, ont été sollicités répondre à un questionnaire qualitatif. Les résultats nous ont permis d’énumérer 23 caractéristiques de l’enseignement efficace. Leur répartition en catégories, nous a permis de conclure que les enseignants constituant notre échantillon adoptent une conception d’enseignement efficace axée sur l’étudiant.
{"title":"Conception des enseignants universitaires marocains à propos de l’enseignement efficace","authors":"Said Mkhdramine, K. Essafi","doi":"10.37870/joqie.v14i23.424","DOIUrl":"https://doi.org/10.37870/joqie.v14i23.424","url":null,"abstract":"Cette étude a deux objectifs : (1) déterminer les caractéristiques de l’enseignement efficace de point de vue des enseignants du supérieur ; et (2) identifier leur conception quant à ce concept. Les auteurs ont tenté d'atteindre ces objectifs par le biais d’une enquête. Douze enseignants universitaires, du département des sciences de la vie de la faculté des sciences, ont été sollicités répondre à un questionnaire qualitatif. Les résultats nous ont permis d’énumérer 23 caractéristiques de l’enseignement efficace. Leur répartition en catégories, nous a permis de conclure que les enseignants constituant notre échantillon adoptent une conception d’enseignement efficace axée sur l’étudiant.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" 883","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140989328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-11DOI: 10.37870/joqie.v14i23.430
Mahmut Sami Gurdal, İbrahim Hakkı Acar
The present study investigates the relationship between foreign language anxiety and beliefs towards foreign language learning, considering personal and social-environmental factors that may influence language learners' beliefs. The participants consisted of 431 college students (M = 19.99, SD = 4.57 years) enrolled in language preparatory classes in Türkiye, focusing on Arabic, Chinese, English, German, Russian, and Spanish. The students provided self-reports on their levels of foreign language anxiety, including speech anxiety, failure anxiety, and low self-confidence, as well as their beliefs towards foreign language learning. The results of hierarchical regression analysis revealed that failure anxiety was positively associated with students' beliefs towards foreign language learning, indicating that higher levels of failure anxiety were linked to less favorable beliefs. On the other hand, low self-confidence was negatively associated with beliefs towards foreign language learning, suggesting that lower levels of self-confidence were associated with more negative beliefs. Speech anxiety, however, speech anxiety showed no significant association with students' beliefs towards foreign language learning. Furthermore, it was observed that foreign language anxiety and beliefs towards foreign language learning differed based on the specific foreign language being learned. These findings underscore the importance of examining foreign language anxiety in relation to beliefs towards foreign language learning, particularly within diverse language learner populations.
{"title":"Foreign Language Anxiety and Language Learning Beliefs","authors":"Mahmut Sami Gurdal, İbrahim Hakkı Acar","doi":"10.37870/joqie.v14i23.430","DOIUrl":"https://doi.org/10.37870/joqie.v14i23.430","url":null,"abstract":"The present study investigates the relationship between foreign language anxiety and beliefs towards foreign language learning, considering personal and social-environmental factors that may influence language learners' beliefs. The participants consisted of 431 college students (M = 19.99, SD = 4.57 years) enrolled in language preparatory classes in Türkiye, focusing on Arabic, Chinese, English, German, Russian, and Spanish. The students provided self-reports on their levels of foreign language anxiety, including speech anxiety, failure anxiety, and low self-confidence, as well as their beliefs towards foreign language learning. The results of hierarchical regression analysis revealed that failure anxiety was positively associated with students' beliefs towards foreign language learning, indicating that higher levels of failure anxiety were linked to less favorable beliefs. On the other hand, low self-confidence was negatively associated with beliefs towards foreign language learning, suggesting that lower levels of self-confidence were associated with more negative beliefs. Speech anxiety, however, speech anxiety showed no significant association with students' beliefs towards foreign language learning. Furthermore, it was observed that foreign language anxiety and beliefs towards foreign language learning differed based on the specific foreign language being learned. These findings underscore the importance of examining foreign language anxiety in relation to beliefs towards foreign language learning, particularly within diverse language learner populations.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":"111 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140987704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-11DOI: 10.37870/joqie.v14i23.432
Jamshid Ghasemi
This comprehensive systematic review examines the evolution of teaching quality research globally from 1990 to 2019. Analyzing 182 studies, the review identifies key trends, highlighting a significant rise in academic interest since 2012. Notably, the study underscores the cross-disciplinary nature of teaching quality, emphasizing its departure from isolation. The geographical landscape of research reveals an expanding focus, particularly in Asian countries. The review further explores thematic concentrations, research designs, and authorship patterns, revealing insights into collaboration trends. Journal analysis showcases a diverse academic interest in teaching quality across various disciplines. The conclusion urges researchers to diversify perspectives for continued field development.
{"title":"Cross-Disciplinary Perspectives on Teaching Quality: A Systematic Review","authors":"Jamshid Ghasemi","doi":"10.37870/joqie.v14i23.432","DOIUrl":"https://doi.org/10.37870/joqie.v14i23.432","url":null,"abstract":"This comprehensive systematic review examines the evolution of teaching quality research globally from 1990 to 2019. Analyzing 182 studies, the review identifies key trends, highlighting a significant rise in academic interest since 2012. Notably, the study underscores the cross-disciplinary nature of teaching quality, emphasizing its departure from isolation. The geographical landscape of research reveals an expanding focus, particularly in Asian countries. The review further explores thematic concentrations, research designs, and authorship patterns, revealing insights into collaboration trends. Journal analysis showcases a diverse academic interest in teaching quality across various disciplines. The conclusion urges researchers to diversify perspectives for continued field development.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":"114 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140988033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-11DOI: 10.37870/joqie.v14i23.418
Sumei van Antwerpen, Riaan Dirkse van Schalkwyk
The worldwide surge in demand for higher education (HE) aligns with an increasing need for effective student funding systems, particularly in countries where poverty poses a significant barrier to accessing HE. An international perspective on governmental student funding systems allows us to examine how other governments have implemented these systems to benefit their citizens. The aim of this article is thus to provide a global view of the functioning and challenges pertaining to student funding systems and to shed light on the policies in place in the international landscape. The realist systematic literature review methodology was deemed the most suitable for this study as various scholars have previously studied different facets of the topic. This study aligns with the interpretive research paradigm and qualitative methods. The desired information therefore already exists within the body of knowledge, although it has not yet been analyzed through this particular method. It is evident that both developing and developed countries experience challenges regarding student funding, both in the purpose thereof as well as in the implementation. This is a universal issue, and an in-depth literature review confirmed this phenomenon.
{"title":"Governmental student funding systems for higher education: an international perspective","authors":"Sumei van Antwerpen, Riaan Dirkse van Schalkwyk","doi":"10.37870/joqie.v14i23.418","DOIUrl":"https://doi.org/10.37870/joqie.v14i23.418","url":null,"abstract":"The worldwide surge in demand for higher education (HE) aligns with an increasing need for effective student funding systems, particularly in countries where poverty poses a significant barrier to accessing HE. An international perspective on governmental student funding systems allows us to examine how other governments have implemented these systems to benefit their citizens. The aim of this article is thus to provide a global view of the functioning and challenges pertaining to student funding systems and to shed light on the policies in place in the international landscape. The realist systematic literature review methodology was deemed the most suitable for this study as various scholars have previously studied different facets of the topic. This study aligns with the interpretive research paradigm and qualitative methods. The desired information therefore already exists within the body of knowledge, although it has not yet been analyzed through this particular method. It is evident that both developing and developed countries experience challenges regarding student funding, both in the purpose thereof as well as in the implementation. This is a universal issue, and an in-depth literature review confirmed this phenomenon.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" October","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140990082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-11DOI: 10.37870/joqie.v14i23.433
Marouen Ben Abdallah
Cette étude quantitative vise à explorer les liens entre la mobilité professionnelle et les enseignants créatifs de la région de Tunis, échantillonnés aléatoirement (n= 338). Les liens sont étudiés en fonction de l’âge des enseignants créatifs et de la pauvreté de leur environnement professionnel. Les résultats révèlent une créativité plus élevée des enseignants mobiles en comparaison avec les enseignants stables. De plus, l’étude a montré une relation significative positive entre la mobilité professionnelle et les enseignants créatifs, notamment les plus jeunes. Par ailleurs, la mobilité professionnelle des enseignants créatifs est corrélée négativement à la pauvreté de leur environnement professionnel.
{"title":"Mobilité professionnelle des enseignants créatifs","authors":"Marouen Ben Abdallah","doi":"10.37870/joqie.v14i23.433","DOIUrl":"https://doi.org/10.37870/joqie.v14i23.433","url":null,"abstract":"Cette étude quantitative vise à explorer les liens entre la mobilité professionnelle et les enseignants créatifs de la région de Tunis, échantillonnés aléatoirement (n= 338). Les liens sont étudiés en fonction de l’âge des enseignants créatifs et de la pauvreté de leur environnement professionnel. Les résultats révèlent une créativité plus élevée des enseignants mobiles en comparaison avec les enseignants stables. De plus, l’étude a montré une relation significative positive entre la mobilité professionnelle et les enseignants créatifs, notamment les plus jeunes. Par ailleurs, la mobilité professionnelle des enseignants créatifs est corrélée négativement à la pauvreté de leur environnement professionnel.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":"124 39","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140987142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-11DOI: 10.37870/joqie.v14i23.428
Ibrahim Bouabdallah
Au sein de la société, les institutions de recherche en matière d’éducation occupent une position similaire à celle des industries. Elles constituent des indicateurs majeurs des réflexions sur le développement de l’éducation et de la formation. Le présent article envisage dresser un inventaire des institutions d’exécution de la recherche éducative au Maroc en vue de favoriser sa durabilité sectorielle. Les résultats obtenus par une méta-analyse d’un corpus pertinent composé de quarante documents montrent d’énormes changements organisationnels. Deux types d’institutions affiliées aux secteurs d’enseignement supérieur et d’enseignement scolaire conduisent des activités de recherche selon des finalités particulières. L’hétérogénéité des institutions semble un facteur défavorable pour le pilotage, la conduite et l’exploitation des découvertes. Les perspectives intègrent la contribution effective des investigations pour résoudre les vrais problèmes du système éducatif, et assurer la modernisation de l’école.
{"title":"Les institutions de recherche éducative au Maroc : une histoire au service du développement","authors":"Ibrahim Bouabdallah","doi":"10.37870/joqie.v14i23.428","DOIUrl":"https://doi.org/10.37870/joqie.v14i23.428","url":null,"abstract":"Au sein de la société, les institutions de recherche en matière d’éducation occupent une position similaire à celle des industries. Elles constituent des indicateurs majeurs des réflexions sur le développement de l’éducation et de la formation. Le présent article envisage dresser un inventaire des institutions d’exécution de la recherche éducative au Maroc en vue de favoriser sa durabilité sectorielle. Les résultats obtenus par une méta-analyse d’un corpus pertinent composé de quarante documents montrent d’énormes changements organisationnels. Deux types d’institutions affiliées aux secteurs d’enseignement supérieur et d’enseignement scolaire conduisent des activités de recherche selon des finalités particulières. L’hétérogénéité des institutions semble un facteur défavorable pour le pilotage, la conduite et l’exploitation des découvertes. Les perspectives intègrent la contribution effective des investigations pour résoudre les vrais problèmes du système éducatif, et assurer la modernisation de l’école.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" 41","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141128849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-11DOI: 10.37870/joqie.v14i23.429
Lionel Kana, Loudi Mounchikpou
Les groupes de prépa-concours prolifèrent dans la ville de Yaoundé. Ces projets éducatifs non formels restent des cadres privilégiés d’apprentissage pour de nombreux candidats aux concours d’entrée dans les grandes écoles du pays. Cette réflexion interroge les modalités décisionnelles contribuant au choix des sites d’activités par les manageurs desdites offres de service. Autrement dit, quels sont les indicateurs qui expliquent et président au choix des sites d’activité par les manageurs de ces organisations éducatives ? Deux approches théoriques sont croisées : l’optimisation des localisations de Von Thüner (1826) et la rationalité limitée dans la prise de décision d’Herbert Simon (1978). L’étude de type mixte et triangulaire adopte une démarche empirico-déductive. Elle se déploie en trois paliers : observation de terrain, analyse des contenus et administration des questionnaires aux pilotes de ces organisations éducatives (N=50). La cartographique des groupes de prépa-concours de la ville de Yaoundé révèle que le choix de localisation de ces projets éducatifs tient compte non seulement de la présence du milieu universitaire (Universités et Cité U) et des grandes écoles, mais aussi des espaces scolaires et non scolaires pouvant abriter en leurs seins des activités d’enseignement-apprentissages et de formation.
{"title":"Pilotage organisationnel et configuration socio spatiale des groupes de prépa-concours de la ville de Yaoundé (Cameroun)","authors":"Lionel Kana, Loudi Mounchikpou","doi":"10.37870/joqie.v14i23.429","DOIUrl":"https://doi.org/10.37870/joqie.v14i23.429","url":null,"abstract":"Les groupes de prépa-concours prolifèrent dans la ville de Yaoundé. Ces projets éducatifs non formels restent des cadres privilégiés d’apprentissage pour de nombreux candidats aux concours d’entrée dans les grandes écoles du pays. Cette réflexion interroge les modalités décisionnelles contribuant au choix des sites d’activités par les manageurs desdites offres de service. Autrement dit, quels sont les indicateurs qui expliquent et président au choix des sites d’activité par les manageurs de ces organisations éducatives ? Deux approches théoriques sont croisées : l’optimisation des localisations de Von Thüner (1826) et la rationalité limitée dans la prise de décision d’Herbert Simon (1978). L’étude de type mixte et triangulaire adopte une démarche empirico-déductive. Elle se déploie en trois paliers : observation de terrain, analyse des contenus et administration des questionnaires aux pilotes de ces organisations éducatives (N=50). La cartographique des groupes de prépa-concours de la ville de Yaoundé révèle que le choix de localisation de ces projets éducatifs tient compte non seulement de la présence du milieu universitaire (Universités et Cité U) et des grandes écoles, mais aussi des espaces scolaires et non scolaires pouvant abriter en leurs seins des activités d’enseignement-apprentissages et de formation.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" November","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140989921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-11DOI: 10.37870/joqie.v14i23.420
Shanti Gopal Nair, Chinmoy Sahu, Nur Zulaikha
Education plays a crucial role in creating individuals who contribute positively to the development of a country. The private education sector in Malaysia, has proven to be a major source of revenue for the Malaysian government, and it is the government’s aspiration to capture a large percentage of the higher education global market. The purpose of this paper is to analyse the challenges faced by academic leaders in managing private universities in Malaysia and to provide feasible recommendations to overcome them. The findings are expected to provide valuable information to the management of Malaysian private universities, policymakers, and regulatory agencies. The information gathered could provide enlightenment regarding the difficulties faced in order to design and implement further policies to elevate their operational method and ensure long-term survival. Valuable recommendations have been provided to ensure the institutions remain profitable and sustainable as the development of Malaysia’s social and economic sector is dependent on its education sector.
{"title":"Mitigating Challenges in the Administration of Private Higher Educational Institutions in Malaysia","authors":"Shanti Gopal Nair, Chinmoy Sahu, Nur Zulaikha","doi":"10.37870/joqie.v14i23.420","DOIUrl":"https://doi.org/10.37870/joqie.v14i23.420","url":null,"abstract":"Education plays a crucial role in creating individuals who contribute positively to the development of a country. The private education sector in Malaysia, has proven to be a major source of revenue for the Malaysian government, and it is the government’s aspiration to capture a large percentage of the higher education global market. The purpose of this paper is to analyse the challenges faced by academic leaders in managing private universities in Malaysia and to provide feasible recommendations to overcome them. The findings are expected to provide valuable information to the management of Malaysian private universities, policymakers, and regulatory agencies. The information gathered could provide enlightenment regarding the difficulties faced in order to design and implement further policies to elevate their operational method and ensure long-term survival. Valuable recommendations have been provided to ensure the institutions remain profitable and sustainable as the development of Malaysia’s social and economic sector is dependent on its education sector.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" 644","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140989573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-11DOI: 10.37870/joqie.v14i23.425
Samira Ammor
Cet article porte sur les effets de l’enseignement hybride, au niveau pédagogique et communicationnel. Deux grands questionnements l’ont orienté. Dans quelle mesure l’usage des technologies, participe-il à l’éclosion d’une nouvelle pédagogie numérique ? Et, comment les interférences, technologique et humaine, peuvent-elles donner lieu à de nouveaux modèles de médiation. Celle-ci est appréhendée dans sa complexité, à travers ses interférences, technologique et humaine, donnant lieu à un nouveau rapport au savoir et à la machine. Il en résulte aussi de nouvelles postures attitudinales, cognitives, communicationnelles, affectives et, de nouveaux rôles et statuts qui bouleversent la relation pédagogique classique. Dans la littérature, nous avons relevé la variable pédagogique comme composante transversale du dispositif hybride, avec des fondements retrouvés dans la pédagogie active. Le rapport technologie/dimension humaine du dispositif s’est avéré, aussi, une variable importante du fonctionnement d’un dispositif hybride, par l’effet des interférences réciproques, entre médiations technologique et humaine. Les résultats du terrain ont permis d’appréhender la perception et le vécu des acteurs à l’usage des technologies et des pratiques liées à l’enseignement hybride.
{"title":"L’enseignement hybride entre médiations technologique et humaine","authors":"Samira Ammor","doi":"10.37870/joqie.v14i23.425","DOIUrl":"https://doi.org/10.37870/joqie.v14i23.425","url":null,"abstract":"Cet article porte sur les effets de l’enseignement hybride, au niveau pédagogique et communicationnel. Deux grands questionnements l’ont orienté. Dans quelle mesure l’usage des technologies, participe-il à l’éclosion d’une nouvelle pédagogie numérique ? Et, comment les interférences, technologique et humaine, peuvent-elles donner lieu à de nouveaux modèles de médiation. Celle-ci est appréhendée dans sa complexité, à travers ses interférences, technologique et humaine, donnant lieu à un nouveau rapport au savoir et à la machine. Il en résulte aussi de nouvelles postures attitudinales, cognitives, communicationnelles, affectives et, de nouveaux rôles et statuts qui bouleversent la relation pédagogique classique. Dans la littérature, nous avons relevé la variable pédagogique comme composante transversale du dispositif hybride, avec des fondements retrouvés dans la pédagogie active. Le rapport technologie/dimension humaine du dispositif s’est avéré, aussi, une variable importante du fonctionnement d’un dispositif hybride, par l’effet des interférences réciproques, entre médiations technologique et humaine. Les résultats du terrain ont permis d’appréhender la perception et le vécu des acteurs à l’usage des technologies et des pratiques liées à l’enseignement hybride. ","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":"125 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140987517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-11DOI: 10.37870/joqie.v14i23.431
Salma El Haj, Mohamed Benhima
This study aims to investigate the effect of motivation on self-efficacy among English department students with the mediating roles of learning styles and learning strategies. A 5-point Likert scale questionnaire has been adopted from the Attitude/Motivation Test Battery (AMTB), the Strategy Inventory for Language Learning (SILL) Version 7.0, the Perceptual Learning Style Preference Questionnaire (PLSPQ) and the Academic Self-Efficacy Scales were employed, and 109 students(N=109) took part in the current study. The sampling procedure adopted is voluntary sampling. The questionnaire showed excellent alpha Cronbach's reliability and KMO validity. The regression and mediation analysis conducted on the collected data show a statistically significant positive impact of motivation on self-efficacy through a meditation of learning styles and learning strategies. Therefore, it is highly recommended for students, teachers, and administrators to focus on motivation to increase self-efficacy.
本研究旨在探讨学习动机对英语系学生自我效能感的影响，以及学习风格和学习策略的中介作用。本研究采用了态度/动机测验量表（Attitude/Motivation Test Battery，AMTB）、语言学习策略量表（Strategy Inventory for Language Learning，SILL）7.0版、感知学习风格偏好问卷（Perceptual Learning Style Preference Questionnaire，PLSPQ）和学业自我效能感量表（Academic Self-Efficacy Scales），共109名学生（N=109）参与了本研究。采用的抽样程序是自愿抽样。问卷显示了良好的α Cronbach信度和KMO效度。对收集到的数据进行的回归分析和中介分析表明，通过对学习风格和学习策略的冥想，学习动机对自我效能感有显著的积极影响。因此，强烈建议学生、教师和管理人员关注学习动机，以提高自我效能感。
{"title":"The effect of motivation on self-efficacy of English department students with mediational effects of learning styles and learning strategies","authors":"Salma El Haj, Mohamed Benhima","doi":"10.37870/joqie.v14i23.431","DOIUrl":"https://doi.org/10.37870/joqie.v14i23.431","url":null,"abstract":"This study aims to investigate the effect of motivation on self-efficacy among English \u0000department students with the mediating roles of learning styles and learning \u0000strategies. A 5-point Likert scale questionnaire has been adopted from the \u0000Attitude/Motivation Test Battery (AMTB), the Strategy Inventory for Language \u0000Learning (SILL) Version 7.0, the Perceptual Learning Style Preference \u0000Questionnaire (PLSPQ) and the Academic Self-Efficacy Scales were employed, and \u0000109 students(N=109) took part in the current study. The sampling procedure adopted \u0000is voluntary sampling. The questionnaire showed excellent alpha Cronbach's \u0000reliability and KMO validity. The regression and mediation analysis conducted on \u0000the collected data show a statistically significant positive impact of motivation on \u0000self-efficacy through a meditation of learning styles and learning strategies. \u0000Therefore, it is highly recommended for students, teachers, and administrators to \u0000focus on motivation to increase self-efficacy.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140988439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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