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Language self-concepts and causal attributions for performance in Chinese language and English language of pupils in a secondary school
Author
Ong, Teck Chin
Supervisor
Soh, Kay Cheng
Abstract
Two instruments, one for assessment of Language Self-Concept and the other, for assessment of Causal Attributions were devised for the study of pupils Language Self-concepts and attribution patterns with regards to their performance in the Chinese Language and the English Language. The original Language Self-Concept instrument were piloted in two secondary boys schools. Data collected from the pilot study were factor analyzed with varimax rotation. The final instrument assesses the Chinese Language self-Concept and the English Language Self-Concept. Each Language Self-Concept. Each Language Self-Concept consisted of items which are associated with the following variables: Ability, Oral skills, Written Skills and effort and all the items together describe the Total Language Self-Concept of the language concerned. Similarly, the final Causal Attribution instrument consisted of items for each language. The items assess the attribution for failure and success in language performance. Each of the language Causal Attribution consisted of four variables: Ability, Effort, Other Factors(LUCK) and Task. Both instruments have high Cronbach alpha coefficient (0.73 to 0.97) and construct validity supported by significant correlation (p<0.05) between the variables.
The sample consisted of 812 male pupils aged 13 to 16 years selected by random stratified sampling from the author's school. Pupils were significantly better in their performance in the English Language than in the Chinese Language. Sixteen directional research hypotheses were formulated in this study. It was found that pupils have a better self-concept for performance in the English Language than in the Chinese Language. Negative correlation was obtained between the Total Language Self-Concept of pupils for the two languages.
Pupils attributed failure in Chinese Language to internal factors (Ability and Effort) and success to both internal and external factors to (Effort and Task). For the English Language, pupils attribute their success to internal factors (Ability and Effort) but failure to both internal and external factors (Effort and Task). Some of the Causal Attributions were found to be related to each other within each language and across the languages. Also, significant relationships were obtained between the language self-concept and the multidimensional attributions for success and failure in the Chinese and the English language. A number of significant relationships between Language Achievements, Language Self-Concept and Causal Attributions in Chinese and English were also observed.
In addition, results showed that language self-concept (Ability) for English Language has a significant negative correlation with the language self-concept (Ability) for the Chinese Language implying that when the English language self-concept is high, the Chinese language self-concept is low, and vice-versa. Besides, language self-concept (Effort) for the Chinese and the English Language are positively and significantly correlated suggesting that pupils put in similar effort into the study of the two languages.
Based on the results and discussions, a number of recommendations including extension of this present study are suggested.
The sample consisted of 812 male pupils aged 13 to 16 years selected by random stratified sampling from the author's school. Pupils were significantly better in their performance in the English Language than in the Chinese Language. Sixteen directional research hypotheses were formulated in this study. It was found that pupils have a better self-concept for performance in the English Language than in the Chinese Language. Negative correlation was obtained between the Total Language Self-Concept of pupils for the two languages.
Pupils attributed failure in Chinese Language to internal factors (Ability and Effort) and success to both internal and external factors to (Effort and Task). For the English Language, pupils attribute their success to internal factors (Ability and Effort) but failure to both internal and external factors (Effort and Task). Some of the Causal Attributions were found to be related to each other within each language and across the languages. Also, significant relationships were obtained between the language self-concept and the multidimensional attributions for success and failure in the Chinese and the English language. A number of significant relationships between Language Achievements, Language Self-Concept and Causal Attributions in Chinese and English were also observed.
In addition, results showed that language self-concept (Ability) for English Language has a significant negative correlation with the language self-concept (Ability) for the Chinese Language implying that when the English language self-concept is high, the Chinese language self-concept is low, and vice-versa. Besides, language self-concept (Effort) for the Chinese and the English Language are positively and significantly correlated suggesting that pupils put in similar effort into the study of the two languages.
Based on the results and discussions, a number of recommendations including extension of this present study are suggested.
Date Issued
1995
Call Number
PL1065 Ong
Date Submitted
1995