View in EDS

EFL Learners' Attributions and Causal Dimensionality Styles in the Chinese Higher Education Context

Saved in:
Bibliographic Details
Title: EFL Learners' Attributions and Causal Dimensionality Styles in the Chinese Higher Education Context
Language: English
Authors: Ayse Taskiran, Hong Pan
Source: IAFOR Journal of Education. 2024 12(1):93-121.
Availability: International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org
Peer Reviewed: Y
Page Count: 29
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: English (Second Language), Second Language Learning, College Students, Student Attitudes, Attribution Theory, Self Concept, Institutional Characteristics, Environmental Influences, Relevance (Education), Foreign Countries
Geographic Terms: China
ISSN: 2187-0594
Abstract: Achievement motivation is a significant contributor to the foreign language learning process. This study explored the achievement perceptions of English as a foreign language (EFL) learners who were studying at different higher education institutions with dissimilar degree programs, such as a vocational college, an undergraduate program in a public university, and Sino-American university undergraduate and graduate programs in China. The study also aimed to reveal EFLs' causal attributions of success and their underlying dimensionality styles through an open-ended questionnaire and the Causal Attribution Dimensions Scale (CDSII) (McAuley et al., 1992). Findings revealed that two thirds of the participants perceived themselves as unsuccessful learners. Both in success and failure conditions the participants had similar attributions naming effort, interest, and ability as the most frequent ones. The attributions for close ended question did not show difference across school types. Qualitative data revealed more themes for failure, and the data showed some differences across the school types. Environment and relevance to life/career attributions were the most common in both success and failure conditions. Causal dimensionality analysis revealed more internal, personally controllable stable and moderately externally manageable attributional styles for success, and more internal and personally controllable attributional styles for failure. Findings were compared and discussed according to school types.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1428646
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1428646
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1428646
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: EFL Learners' Attributions and Causal Dimensionality Styles in the Chinese Higher Education Context
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ayse+Taskiran%22">Ayse Taskiran</searchLink><br /><searchLink fieldCode="AR" term="%22Hong+Pan%22">Hong Pan</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22IAFOR+Journal+of+Education%22"><i>IAFOR Journal of Education</i></searchLink>. 2024 12(1):93-121.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 29
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Attribution+Theory%22">Attribution Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Characteristics%22">Institutional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Influences%22">Environmental Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Relevance+%28Education%29%22">Relevance (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2187-0594
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Achievement motivation is a significant contributor to the foreign language learning process. This study explored the achievement perceptions of English as a foreign language (EFL) learners who were studying at different higher education institutions with dissimilar degree programs, such as a vocational college, an undergraduate program in a public university, and Sino-American university undergraduate and graduate programs in China. The study also aimed to reveal EFLs' causal attributions of success and their underlying dimensionality styles through an open-ended questionnaire and the Causal Attribution Dimensions Scale (CDSII) (McAuley et al., 1992). Findings revealed that two thirds of the participants perceived themselves as unsuccessful learners. Both in success and failure conditions the participants had similar attributions naming effort, interest, and ability as the most frequent ones. The attributions for close ended question did not show difference across school types. Qualitative data revealed more themes for failure, and the data showed some differences across the school types. Environment and relevance to life/career attributions were the most common in both success and failure conditions. Causal dimensionality analysis revealed more internal, personally controllable stable and moderately externally manageable attributional styles for success, and more internal and personally controllable attributional styles for failure. Findings were compared and discussed according to school types.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1428646
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1428646
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 29
        StartPage: 93
    Subjects:
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Attribution Theory
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Institutional Characteristics
        Type: general
      – SubjectFull: Environmental Influences
        Type: general
      – SubjectFull: Relevance (Education)
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: EFL Learners' Attributions and Causal Dimensionality Styles in the Chinese Higher Education Context
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Ayse Taskiran
      – PersonEntity:
          Name:
            NameFull: Hong Pan
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-electronic
              Value: 2187-0594
          Numbering:
            – Type: volume
              Value: 12
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: IAFOR Journal of Education
              Type: main
ResultId 1