Self-efficacy, task complexity and task performance: Exploring interactions in two versions of vocabulary learning tasks |
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Authors: | Xiaoli Wu Joost Lowyck Lies Sercu Jan Elen |
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Institution: | 1. Centre for Instructional Psychology and Technology (C.I.P. & T.), Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Dekenstraat 2, Box 3773, 3000, Leuven, Belgium 2. Department of Language and Education, Faculty of Arts, Katholieke Universiteit Leuven, Blijde-Inkomststraat 21, Box 3303, 3000, Leuven, Belgium
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Abstract: | The present study aimed for better understanding of the interactions between task complexity and students?? self-efficacy beliefs and students?? use of learning strategies, and finally their interacting effects on task performance. This investigation was carried out in the context of Chinese students learning English as a foreign language in a university in China. The participants were 78 second-year university students (mean age?=?20.9?years). This study used a repeated-measures design with task complexity as the within-participants factor, and task sequence as the between-participants factor. Results indicated a significant task effect for self-efficacy beliefs and task performance, and a significant interaction effect of sequence with task complexity for learners?? self-efficacy beliefs in learning for both task versions, learners with higher self-efficacy beliefs had better task performances than learners with lower self-efficacy beliefs. The results also revealed a strong correlation between self-efficacy and the use of learning strategies for both tasks. |
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