Самоэффективность и метапознание как опосредованные эффекты установки на рост профессиональной компетенции в академическом письме
Аннотация
Введение: Различные исследования подчеркивают теоретическую значимость установки на рост профессиональной компетенции, самоэффективности и метапознания в академическом письме. Тем не менее, вопрос о том, какие переменные выполняют роль посредников в этом процессе, еще не получил достаточного освещения.
Цель: Данное исследование анализирует, как самоэффективность и метапознание опосредуют влияние установки на рост профессиональной компетенции в академическом письме среди студентов, изучающих английский язык как иностранный. Целью настоящей работы является определение посреднической роли указанных переменных, что послужило основой для разработки четырех исследовательских гипотез и концептуальной модели.
Метод: В исследовании использовался метод моделирования структурных уравнений (SEM) с использованием анализа PLS-SEM. Участниками исследования были 464 студента бакалавриата, изучающих английский язык как иностранный, из 28 провинций Индонезии, которые работали над своими диссертациями. Они заполнили ряд достоверных и надежных шкал онлайн.
Результаты: Анализ показал, что установка на рост профессиональной кометенций значительно влияет на самоэффективность для способности формирования идей и метапознания. Кроме того, самоэффективность в способности формирования идей, условности и саморегуляции, в сочетании с метапознанием, эффективно опосредовали связь между установкой на рост профессиональной компетенции и академическим письмом.
Вывод: Результаты исследования указывают на то, что установка на развитие профессиональной компетенции существенно влияет на академическое письмо, в первую очередь через повышение самоэффективности и метапознания. Этот вывод подчеркивает значимость данных посредников в улучшении компетенции академического письма. В связи с этим преподаватели английского языка как иностранного и руководители диссертаций должны сосредоточиться на мероприятиях, направленных на укрепление этих качеств. Будущие исследования должны продолжать искать эффективные стратегии для улучшения метапознания и самоэффективности, что в свою очередь обогатит общую область образования в сфере английского языка как иностранного.
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