Self-efficacy of College Intermediate French Students: Relation to Achievement and Motivation

By Nicole Mills, Frank Pajares, Carol A. Herron. 2007

413 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/abe274247c0615dcf8fad136c0b0aecae1329ee8

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

Exploring the role of self-efficacy beliefs and learner success in English medium instruction (2019, background): “…themselves with respect to their foreign language ability) have been shown to have significant positive relationships with language learning (e.g. Mills, Pajares, and Herron 2007; Phakiti, Hirsh, and Woodrow 2013), and both English language self-concept and self-efficacy have been identified as…”
Language Attitudes in CLIL and Traditional EFL Classes (2009, background): “Results from different studies (Sunderland, 2000; Mills et al., 2007; Pavlenko and Piller, 2008) have revealed that some motivational variables vary as a function of gender, in the sense that women are reported to have a significantly stronger interest in and place more value on learning about both…”
Learner Attitudes, Perceptions, and Beliefs in Language Learning (2012, background): “…about themselves have often been related in the literature to the notion of self-effi cacy, or “the judgments [students] hold about their capability to organize and execute the courses of action required to master academic tasks” (Mills et al., 2007, p. 417; see also Bandura, 1997; Graham, 2006).”
L2 motivation, anxiety and self-efficacy: The interrelationship of individual variables in the secondary school context (2013, methodology): “This scale was adapted from Ryan (2005); it was piloted by Gálik (2006) for the Hungarian context, and was finalized by Kormos and Csizér (2008).”
The motivational dimension of language teaching (2017, result): “Other recent research has thrown doubt on the view that more choice is always better – Mozgalina (2015) found that German learners of Russian did not necessarily engage more fully on language learning tasks when they had chosen them themselves.”