A survey study of success attribution factors in reading comprehension performance-evidence from Chinese college students of Japanese language majors
Vol 9, Issue 8, 2024, Article identifier:
VIEWS - 133 (Abstract) 46 (PDF)
Abstract
Attribution beliefs are important psychological factors that affect students’ reading performance. This paper reports a survey study on Japanese Major students’ success attribution factors in reading comprehension performance through a questionnaire and follow-up interviews. The participants are 160 third-year Japanese language learners from four universities in Jiangsu Province, China. Findings revealed that 1) the Japanese third-year language learners show a tendency of positive attribution style on the whole, with the mean value of Internal Factors (Mean=3.68) higher than that of External Factors (Mean=3.23), which means that most of Japanese Major learners attribute their success to Internal Factors in terms of Japanese reading comprehension performance. 2)There are differences existing between high achievers and low achievers with regard to success attribution factors in Japanese reading comprehension performance, with high achievers’ mean scores higher than low achievers in both Internal Factors and External Factors. The research findings have greatly enhanced our understanding of Japanese language learners’ success attribution beliefs in reading comprehension performance, which will provide educational guidance and recommendation for both teachers and students during the process of teaching and learning Japanese language.
Keywords
Full Text:
PDFReferences
1. Xian, L., Mingjia, C., Cathy, On-Ying H. The role of executive functions in lexical processing during reading comprehension. Reading Research Quarterly. 2023, 58(4): 755-767. doi:10.1002/rrq.514
2. Ibrahim A. Asadi, Abeer Asli-Badarneh, Vered Vaknin-Nusbaum. The impact of morphological density on reading comprehension in Arabic: A comparison between typically developing and children with reading disabilities. Dyslexia. 2024, 30: e1761. doi:org/10.1002/dys.1761
3. Evelien, M., Marco, van de V., Eliane, S., et al. Impact of word-to-text integration processes on reading comprehension development in English as a second language. Journal of Research in Reading. 2024,47(1):83-102. doi:org/10.1111/1467-9817.12441
4. Pauline, M. Z., Lisette, H., Jaap, S., et al. Attributional profiles: Considering multiple causal attributions for success and failure at the beginning of secondary school. Contemporary Educational Psychology. 2023, 73. doi: org/10.1016/j.cedpsych. 102164
5. Graham, S. An attributional theory of motivation. Contemporary Educational Psychology. 2020, 61, 101861. doi:org/10.1016/j.cedpsych
6. Yin-Kum Law. The role of attribution beliefs, motivation and strategy use in Chinese fifth-graders’ reading comprehension. Educational Research. 2009, 51(1):77-95, doi: 10.1080/00131880802704764
7. O’Sullivan , J., Howe, M. Causal attributions and reading achievement: individual differences in low income families. Contemporary Educational Psychology. 1996, 21: 363-387. doi: doi.org/10.1006/ceps.1996.0027
8. Weiner, B. An Attributional Theory of Motivation and Emotion. New York: Springer-Verlag. 1986. doi:10.1007/978-1-4612-4948-1
9. Weiner, B. Intrapersonal and interpersonal theories of motivation from an attributional perspective. Educational Psychology Review. 2000, 12(1):1–14. 1040-726X/00/0300-0001
10. Weiner, B. The legacy of an attribution approach to motivation and emotion: A no-crisis zone. Motivation Science. 2018, 4(1), 4–14. doi:org/10.1037/mot0000082
11. Heider, F. The psychology of interpersonal relations. New York: John Wiley & Sons.1958
12. Atkinson, J. W., Feather N. T.(Eds.), A theory of achievement motivation. New York: Wiley, 1966
13. Weiner, B. A theory of motivation for some classroom experiences. Journal of Educational Psychology. 1979, 71(1): 3-25
14. Su, W.L., Xiao, F.J., Jiang, S.F., et al. The impact of teacher−student relationship on knowledge sharing among Chinese graduate students: The moderating roles of proactive personality. Psychology in the Schools. 2024, 61:1881-1896. doi:org/10.1002/pits.23144
15. Guo, Y., Xu, B., Lyu, B., et al. How social and emotional skills affect Chinese college student engagement in high-impact educational practices: a moderated mediation model. Studies in Higher Education. 2024, 3: 1-20. doi:org/10.1080/03075079.2024.2328828
16. Weiner, B. Integrating Social and Personal Theories of Achievement Striving. Review of Educational Research. 1994, 64: 557–573
17. Weiner, B. The development of an attribution-based theory of motivation: A history of ideas. Educational Psychologist. 2010, 45(1), 28–36. doi:org/10.1080/00461520903433596
18. Francesca, S., Yves, K., Katharina, M. M., et al. The relationship between success and failure causal attributions and achievement goal orientations. Learning and Individual Differences. 2022, 100- 102225. doi:org/10.1016/j.lindif.2022.102225
19. Yazdanpanah, M., Sahragard, R., Rahimi. The interplay of locus of control and academic achievement among Iranian English foreign language learners. Cypriot Journal of Educational Sciences. 2010, 5(3): 181-202. doi:www.world-education-center.org/index.php/cjes
20. Bzioui, A. English language teaching in Morocco: Unheeded messages. A paper presented at the colloquium “Issues in English language teaching: Theory and practice” held at the Faculty of Education, Rabat. 2017, 5: 18-19
21. Kun, L., Liming, Y. The influence of achievement attributions on self-regulated language learning behaviors. CELEA Journal. 2007, 30(1): 82-89
22. Genç, Gülten. Attributions to success and failure in English language learning: the effects of gender, age and perceived success. European Journal of Education Studies. 2016, 12(2): 25-42. doi: www.oapub.org/edu
23. Luu Hon Vu. A study on the learning attribution of Chinese language majors in a university in Ho Chi Minh City, Vietnam. Conhecimento & Diversidade. 2022, 14:365-376
24. Bouchaib, B., Ahmadou, B. and Abdelkader, S. High school students’ attributions of success in English language learning. International Journal of Instruction. 2018, 11(2): 89-102. doi:org/10.12973/iji.2018.1127a
25. Mohammadi, A., and Sharififar, M. Attributions for Success and Failure: Gender and Language Proficiency Differences among Iranian EFL Learners. Theory and Practice in Language Studies. 2016, 6(3): 518-524. doi: http://dx.doi.org/10.17507/tpls.0603.09
26. Adiba, F. Study of attributions of low achievers and high achievers about the perceived causes of their success and failure. Ph.D. dissertation, University of Arid Agriculture, Rawalpindi. 2004
27. Graham, S. J. Giving up on Modern Foreign Languages? Students Perceptions of Learning French. Modern Language Journal. 2004, 88(2): 171-191. doi:http://doi.org/10.1111/j.0026-7902.2004.00224.x
28. Hsieh, P. H. How college students explain their grades in a foreign language course: The interrelationship of attributions, self-efficacy, language learning beliefs, and achievement. (Unpublished doctoral dissertation). University of Texas, Austin. 2004
29. Gobel, P., Mori, S. Success and failure in the EFL classroom: Exploring students’ attributional beliefs in language learning. EUROSLA Yearbook. 2007, 7: 149-169
30. Katharina, R., Silke, H., Birgit, S. Self-attributions and perceptions of socializers' attributions as predictors of self-concepts: Different findings for girls and boys in math and German. Learning and Individual Differences. 2024,113-102493. doi:org/10.1016/j.lindif.2024.102493
31. Graham, S., Williams, C. An attributional approach to motivation in school. In K. R. Wenzel & A. Wigfield (Eds.), Educational psychology handbook series. Handbook of motivation at school. Routledge /Taylor & Francis Group. 2009: 11-13
32. Weiner, B. Wither attribution theory? Journal of Organizational Behavior. 2019, 40(5): 603–604. doi: 10.1002/job.2398
33. Weiner, B. Intrapersonal and interpersonal theories of motivation from an attributional perspective. Educational Psychology Review. 2000, 12(1):1–14. 1040-726X/00/0300-0001.
34. Zhang, Z. Q. A survey study of attribution in English learning. Foreign Languages and Their Teaching. 2002, 7:57-60
35. Pan, H. L., Chen, Z. J. A survey study of attribution motivation status of English major students. Foreign Language Education. 2009, 30(2):57-60
36. Liu, R. A study of academic success/failure self-attribution of English Major students. Master Thesis of Inner Mongolia Normal University. 2014, 5
37. Li, H. Q. Analysis of the Influencing Factors of Self-learning Ability of English Major Students ---Based on the Perspective of Attribution Pattern. HEILONGJIANG SCIENCE. 2022, 13(19):20-22
38. Li, C. Z. Application of Attribution Theory to English learning behaviour of Non-English Major students. Education and Vocation. 2004, (18): 21-23
39. Shi, C. F. Analysis on the features of casual attribution of excellent foreign language learners. Journal of Dali College. 2004, 3(4): 96-98
40. Zhu, Z. H., Li, B. The investigation of College Non-English Majors’ attribution in English learning. Journal of Shi Jiazhuang Institute of Railway Technology. 2008, 7(2):105-108
41. Shi, M. J., Wang, J. On the relationship between the sexual difference of attribution and the effects of Japanese grammar learning. Journal of Zhejiang Wanli University. 2013, 26(4): 56-62
42. Lefcourt, H. M. Research with the Locus of Control Construct. London: Academic Press.1981
43. Pishghadam, R., Motakef, R. Attributional patterns with respect to major and attendance in private language schools: A case of EFL context. Theory and Practice in Language Studies. 2011, 1(7): 888-894. doi:10.4304/tpls.1.7.747-757
44. Isabel F., John M. L. Exploring gender differences in Gen Z students’ attribution of obstacles influencing their academic and professional success. The International Journal of Management Education. 2024, 22-100989. doi:org/10.1016/j.ijme.2024.100989
45. Yan, H., Li, X. H. Causal Attribution and its Conceptions by Non-English Major Postgraduates in China: A Case Study. Asian Social Science. 2008, 4(4):77-80. www.ccsenet.org/journal.html
46. Thang, S. M., Gobel, P., Mohd, N. F., et al. Students’ attributions for success and failure in the learning of English as a second language: A comparison of undergraduates from six public universities in Malaysia. Pertanika J. Soc. Sci. & Hum. 2011, 19 (2): 459-474. URL: http://penerbit.upm.edu.my
47. Stevenson H., Lee, S. Contexts of achievement. Monographs of the Society for Research in Child Development. 1990, 55 (1-2, serial number 221)
48. Thepsiri, K., Pojanapunya, P. Science and Engineering Students’ Attributions for Success and Failure in the EFL Classroom. The Journal of Asia TEFL. 2010, 7(3): 29-57
49. Jia-ling, C. Y. Interface Among Motivation, Strategy Application, Comprehension, and Attribution: An Examination of Taiwanese Adolescent Readers of English-as-a-Foreign-Language. English Teaching & Learning. 2021, (6): 24, doi:org/10.1007/s42321-021-00090-6
DOI: https://doi.org/10.59429/esp.v9i8.2959
(133 Abstract Views, 46 PDF Downloads)
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Fengdan Shen, Lingyi Zhou, Yufang Feng
This work is licensed under a Creative Commons Attribution 4.0 International License.