Publication:
The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language

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Issued Date

2004

Resource Type

Article

File Type

application/pdf

ISSN

0361476X

DOI

10.1016/j.cedpsych.2003.09.001

Other identifier(s)

2-s2.0-3142729909

Rights Holder(s)

Scopus

Bibliographic Citation

Contemporary Educational Psychology. Vol 29, No.3 (2004), p.248-263

Suggested Citation

Chularut P., Debacker T.K. The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language. Contemporary Educational Psychology. Vol 29, No.3 (2004), p.248-263. doi:10.1016/j.cedpsych.2003.09.001 Retrieved from: https://hdl.handle.net/20.500.14740/6405

Title

The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language

Author(s)

Chularut P.
 Debacker T.K.

Abstract

This study investigated the effectiveness of concept mapping used as a learning strategy with students in English as a Second Language classrooms. Seventy-nine ESL students participated in the study. Variables of interest were students' achievement when learning from English-language text, students' reported use of self-regulation strategies (self-monitoring and knowledge acquisition strategies), and students' self-efficacy for learning from English-language text. A randomized pre-test-post-test control group design was employed. The findings showed a statistically significant interaction of time, method of instruction, and level of English proficiency for self-monitoring, self-efficacy, and achievement. For all four outcome variables, the concept mapping group showed significantly greater gains from pre-test to post-test than the individual study group. The findings have implications for both practice and research. © 2003 Elsevier Inc. All rights reserved.

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URI

https://hdl.handle.net/20.500.14740/6405

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Scopus: Year 1983-2021

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