Domain Specificity of Trilingual Teachers' Verbal Self-Concepts.

Yeung, Alexander Seeshing; Wong, Edwin King Por

doi:10.1037/0022-0663.96.2.360

Cited by 21 publications

(40 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…School self-concept was positively correlated with both reading and maths self-concepts (rs = .71 and .74 respectively) and with both non-academic self-concepts -art and physical self-concepts (rs = .46 and .42 respectively). The correlation between reading and maths self-concepts are high (r = .48), compared to previous research (e.g., Yeung & Lee, 1999;Yeung & Wong, 2004), but this was consistent with the prediction that they would be clearly distinguishable from each other. As predicted, self-rating of school work was correlated highest with school self-concept, as self-rating was based on a general, overall impression of performance in school work and would be correlated with a general measure of academic self-concept.…”

Section: Results Confirmatory Factor Analysissupporting

confidence: 88%

“…They suggested that self-concept is highly structured, multifaceted, and hierarchical. Subsequently, numerous researchers have found strong support for this structure (e.g., Marsh & Craven, 2006;Yeung et al, 2000;Yeung & Wong, 2004). In the academic domain, students' self-concepts are primarily their self-perceptions about themselves in academic work and these perceptions influence academic behaviours and educational outcomes.…”

Section: Importance Of Self-conceptmentioning

confidence: 99%

See 1 more Smart Citation

Self-concepts and educational outcomes of Indigenous Australian students in urban and rural school settings

Yeung

Craven

Ali

2013

School Psychology International

Self Cite

View full text Add to dashboard Cite

Indigenous Australians have been known to be disadvantaged in many ways although higher art and physical self-concepts have been reported with Indigenous samples. Given recent research demonstrating the reciprocal effects of achievement and self-concept in academic domains, Indigenous students may experience further disadvantages in both academic performance and self-concept. A sample of Indigenous and non-Indigenous students (N = 1,342) from schools in New South Wales (NSW), Australia were asked to respond to a survey measuring: 5 domains of self-concept (i.e., school, reading, maths, art, and physical abilities), 2 learning-related factors (enjoyment and participation), and a self-assessment of their school work. Their scores in a NSW statewide assessment of students' literacy and numeracy were also obtained. Confirmatory factor analysis established the self-concept and learning-related factors. Multivariate analysis of variance (MANOVA) using a 2 (identity: Indigenous vs. Non-Indigenous) x 2 (region: urban vs. rural) design found significant effects of identity for all variables except for art self-concept. That is, non-Indigenous students scored higher than Indigenous students in literacy and numeracy tests, self-concepts, learning-related factors, and self-ratings of school work, irrespective of region. The results did not support previous research demonstrating a relatively higher art self-concept for Indigenous children based on stereotypical perspectives. These results imply, that educators would be well advised to not assume stereotypic differences between Indigenous and non-Indigenous Australian students or assume a great difference between Indigenous students from urban and rural school settings. However, there seems to be a need for improving the school environment so as to promote Indigenous students' performance and enjoyment of school life.

show abstract

Section: Results Confirmatory Factor Analysissupporting

confidence: 88%

Section: Importance Of Self-conceptmentioning

confidence: 99%

Self-concepts and educational outcomes of Indigenous Australian students in urban and rural school settings

Yeung

Craven

Ali

2013

School Psychology International

Self Cite

View full text Add to dashboard Cite

show abstract

“…It will explore three of the five dimensions that make up the theoretical model selected: the academic, the social and the emotional dimensions. Although, as mentioned earlier, self-concept functions in separate domains and consequently, research into self-concept should be carried out at the domain-specific level (Marsh, Byrne, & Shavelson, 1988;Marsh & Yeung, 1996, 1998Yeung & Lee, 1999;Yeung & Wong, 2004), there are also advantages in taking a more holistic perspective (Mercer, 2011). If we want to understand the nature and content of a learner's EFL selfconcept, it should be born in mind that learners often refer to other domains, which they perceive as important and related, when describing themselves as EFL learners.…”

mentioning

confidence: 99%

Self-concept in University-level FL Learners

Guillén¹,

Arnaiz²

2012

The International Journal of the Humanities: Annual Review

View full text Add to dashboard Cite

Existing research indicates that no other area of study presents as much of a threat to selfconcept as does foreign language learning. However, few foreign language learning studies have focused explicitly on self-concept. This study is timely in view of the current interest by the Spanish government in promoting foreign languages. It examined individual differences in the self-concept of 216 participants in a Spanish university context. Participants, English language learners, completed the Self-concept Scale Form 5-AF5 (García & Musitu, 2001). Self-concept levels both globally and in the academic, social and emotional dimensions were determined, and the relationship between self-concept, on the one hand, and gender, age, mark and language level on the other hand, was identified. The findings highlight the relevance of this type of study for informing language learning research. In addition, important implications for future research are discussed.

show abstract

“…To this end, research into self-concept has now started attracting attention of researchers in the domain of language learning although such interest has been limited (Mercer, 2011;Lau et al 1999;Yeung & Wong, 2004;Kumazawa, 2013). In one such study, Mercer (2011) asserted that one's self-concept in language learning may exhibit complexities.…”

Section: Literature Reviewmentioning

confidence: 99%

“…However, Lau et al's study is of importance in establishing the possible existence of a distinct EFL self-concept. Another study on self-concept, which also addresses distinctiveness of self-concepts in EFL, was carried out by Yeung & Wong (2004) who examined the distinctiveness of the verbal self-concepts for primary and high school teachers in Hong Kong speaking English, Cantonese and Mandarin. Their findings suggest that a single verbal self-concept could not adequately represent multilingual students and they call for research to account for differing distinct self-concepts specific to each language.…”

Section: Literature Reviewmentioning

confidence: 99%

Investigating Pre-service EFL Teachers’ Self-concepts within the Framework of Teaching Practicum in Turkish Context

Yılmaz¹

2018

ELT

View full text Add to dashboard Cite

The present study aimed at understanding the nature and potential dynamism of five pre-service EFL teachers' self-concepts in the domain of English as a foreign language (EFL). To this end, the effects of pre-service teachers' experiences gained alongside the practicum on their EFL self-concept development were also discussed. Data were generated in a case study research paradigm using journal entries and in-depth interviews. The major themes derived from the analysis of the data were indicative of pre-service teachers' self-beliefs which profoundly affected their EFL self-concept development. These included the passion for English, the use of L1 and L2 in language teaching, and the critical experiences that the pre-service teachers had during the practicum. It was shown how the practicing teachers' EFL self-beliefs can at once be dynamic and also stable, depending on the type of beliefs investigated. The study concludes by suggesting the need to help EFL pre-service teachers to form positive but realistic self-concepts within the framework of EFL teacher training.

show abstract

Domain Specificity of Trilingual Teachers' Verbal Self-Concepts.

Cited by 21 publications

References 44 publications

Self-concepts and educational outcomes of Indigenous Australian students in urban and rural school settings

Self-concepts and educational outcomes of Indigenous Australian students in urban and rural school settings

Self-concept in University-level FL Learners

Investigating Pre-service EFL Teachers’ Self-concepts within the Framework of Teaching Practicum in Turkish Context

Contact Info

Product

Resources

About