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Modeling the relations among task value, strategies, social factors, and English achievement.

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Title: Modeling the relations among task value, strategies, social factors, and English achievement.
Authors: Chou, Mu-Hsuan
Source: Journal of Educational Research. 2021, Vol. 114 Issue 4, p357-366. 10p. 2 Diagrams, 3 Charts.
Subjects: Learning strategy instruction, Emotions, Social factors, Path analysis (Statistics), Students
Geographic Terms: Taiwan
Abstract: Task value has a considerable effect on one's interest, motivation, and strategies in learning. Additionally, the social contexts in which a learner studies, such as subject specialization and gender, may potentially influence how successfully one learns. The purpose of this quantitative study is to examine the relationship between task value and social factors, which were mediated by three types of learning strategy, and students' test performance in English. A questionnaire survey was conducted with 776 Grade 11 EFL vocational high school students in Taiwan. The path model revealed that the participants' English test scores were strongly influenced by the task value. Only metacognitive and cognitive strategies mediated the relationship between task value and English test score. Emotion control strategies did not mediate the relationship between them. Students' subject specialization had a direct influence on students' English test score, but the learning strategies did not play a mediating role between them. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Modeling the relations among task value, strategies, social factors, and English achievement.
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  Data: <searchLink fieldCode="AR" term="%22Chou%2C+Mu-Hsuan%22">Chou, Mu-Hsuan</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Research%22">Journal of Educational Research</searchLink>. 2021, Vol. 114 Issue 4, p357-366. 10p. 2 Diagrams, 3 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Learning+strategy+instruction%22">Learning strategy instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Emotions%22">Emotions</searchLink><br /><searchLink fieldCode="DE" term="%22Social+factors%22">Social factors</searchLink><br /><searchLink fieldCode="DE" term="%22Path+analysis+%28Statistics%29%22">Path analysis (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink>
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  Data: Task value has a considerable effect on one's interest, motivation, and strategies in learning. Additionally, the social contexts in which a learner studies, such as subject specialization and gender, may potentially influence how successfully one learns. The purpose of this quantitative study is to examine the relationship between task value and social factors, which were mediated by three types of learning strategy, and students' test performance in English. A questionnaire survey was conducted with 776 Grade 11 EFL vocational high school students in Taiwan. The path model revealed that the participants' English test scores were strongly influenced by the task value. Only metacognitive and cognitive strategies mediated the relationship between task value and English test score. Emotion control strategies did not mediate the relationship between them. Students' subject specialization had a direct influence on students' English test score, but the learning strategies did not play a mediating role between them. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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        Value: 10.1080/00220671.2021.1937915
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      – Code: eng
        Text: English
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        PageCount: 10
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      – SubjectFull: Learning strategy instruction
        Type: general
      – SubjectFull: Emotions
        Type: general
      – SubjectFull: Social factors
        Type: general
      – SubjectFull: Path analysis (Statistics)
        Type: general
      – SubjectFull: Students
        Type: general
      – SubjectFull: Taiwan
        Type: general
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      – TitleFull: Modeling the relations among task value, strategies, social factors, and English achievement.
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              Text: 2021
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