Korrelation zwischen Selbstwirksamkeit und Sprachleistung in Deutsch als Fremdsprache (DaF)

Öz

Das Hauptziel dieser Studie ist die Untersuchung der Korrelation zwischen der Deutsch-Selbstwirksamkeit der türkischen StudentInnen und ihren Sprachleistungen in Deutsch als Fremdsprache (DaF). Darüber hinaus wurden die Deutsch-Selbstwirksamkeitswerte der StudentInnen nach Geschlecht und Fachbereichsvariablen analysiert. Die Studie wurde mit insgesamt 217 StudentInnen durchgeführt, die an der Fakultät für Luftfahrt und Tourismus einer staatlichen technischen Universität in der Türkei studieren. Zur Datenerhebung wurden die Skala der Deutsch-Selbstwirksamkeit und der Deutsch-Leistungstest verwendet. Die Ergebnisse zeigten, dass die Deutsch-Selbstwirksamkeit der StudentInnen auf einem mittleren Niveau lag und sich die Selbstwirksamkeit in Bezug auf die vier Dimensionen der Skala für Sprachkenntnisse nicht nach Geschlecht und Fachbereich unterschied. Darüber hinaus wurde ein positiver Zusammenhang zwischen den Deutsch-Selbstwirksamkeitsüberzeugungen und den Sprachleistungen im Deutschen festgestellt. Darüber hinaus zeigten die Ergebnisse der multiplen Regressionsanalysen, dass die vier grundlegenden Sprachkompetenzen die Deutsch-Sprachleistungen der türkischen StudentInnen statistisch signifikant vorhersagen. Die höchste Vorhersagekraft hatte dabei das Hören. Es folgten Sprechen, Lesen und Schreiben.

Anahtar Kelimeler

• Selbstwirksamkeit
• Sprachleistung
• Deutsch als Fremdsprache
• Korrelation
• StudentInnen

Correlation between self-efficacy and academic performance in German as a foreign language (GFL)

Öz

The main purpose of this study is to investigate the correlation between Turkish students' German self-efficacy and their language performance scores in German as a Foreign Language (GFL). In addition, students' German self-efficacy scores were analyzed according to gender and subject area variables. The study was conducted with a total of 217 students studying at the Faculty of Aviation and Tourism of a state technical university in Turkey. The German Self-Efficacy Scale and the German Achievement Test were used to collect data. The results showed that students' German self-efficacy was at a moderate level and self-efficacy did not differ by gender and department in relation to the four dimensions of the self-efficacy scale. In addition, a positive relationship was found between German self-efficacy beliefs and language performance in German. Moreover, the multiple regression analysis results showed that the four basic language skills of the self-efficacy scale were statistically significant predictors of Turkish students' German language performance. Listening had the highest predictive power. This was followed by speaking, reading, and writing.

Anahtar Kelimeler

• self-efficacy
• language performance
• German as a foreign language
• correlation
• university students

Kaynakça

1. Akpınar-Dellal, Nevide / Akın, Büşra (2016): Alman Dili Eğitimi Öğrencilerinin Öz Yeterlik İnançları. Turkish Studies 11(19), 19-30.
2. Amil, Marhaini Mohamed (2000): Self-Efficacy and Academic Performance in Economics in the Junior College. Unveröffentlichte Masterarbeit, Singapur: Technologische Universität Nanyang.
3. Aydın, İbrahim Seçkin (2013): Öğretmen Adaylarının Konuşma Öz Yeterliklerine İlişkin Ölçek Geliştirme Çalışması. Akdeniz Eğitim Araştırmaları Dergisi 14, 33-46.
4. Bandura, Albert (1977): Self-Efficacy: Toward a Unifying Theory of Behavioral Change. Psychological review 84(2), 191–215.
5. Bandura, Albert (1997): Self-efficacy: The Exercise of Control. New York: W. H. Freeman and Company.
6. Berman, Robert / Cheng, Liying (2010): English Academic Language Skills: Perceived Difficulties by Undergraduate and Graduate Students, and Their Academic Achievement. Canadian Journal of Applied Linguistics 4, 25–40.
7. Brady-Amoon, Peggy / Fuertes, N. Fuertes (2011): Self-efficacy, self-Rated Abilities, Adjustment, and Academic Performance. Journal of Counseling & Development 89(4), 431–438.
8. Breker, Tim Alexander (2016): Fähigkeitsselbstkonzept, Selbstwirksamkeit & Mindset – Wie können Lehrkräfte Erkenntnisse aus der Sozial-Kognitiven-Psychologie nutzen, um die Potenzialentfaltung von Schülerinnen und Schülern zu fördern? Inaugural-Dissertation, Frankfurt: Europa-Universität Viadrina Frankfurt.

9. Busse, Vera (2013): An Exploration of Motivation and Self-Beliefs of First Year Students of German. System 41(2), 379-398.
10. Can, Dilek (2020): Almanca Öğretmen Adaylarının Öz Yeterlik İnançlarının ve Mesleki Tutumlarının İncelenmesi. Unveröffentlichte Masterarbeit, Erzurum: Atatürk Universität.
11. Choi, Namok (2005): Self-Efficacy and Self-Concept as Predictors of College Students' Academic Performance. Psychology in the Schools 42(2), 197–205.
12. Inozemtseva, Natalia (2016): Sprechangst internationaler Studierender in der Fremdsprache Deutsch. Unveröffentlichte Dissertation, Essen: Universität Duisburg-Essen.
13. Lazarus, Richard S. / Folkman, Susan (1984): Stress, Appraisal, and Coping. New York: Springer.
14. Liem, Arief Darmanegara u. a. (2008). The Role of Self-Efficacy, Task Value, and Achievement Goals in Predicting Learning Strategies, Task Disengagement, Peer Relationship, and Achievement Outcome. Contemporary Educational Psychology 33(4), 486-512.
15. Louis, Rachel A./Mistele, Jean M. (2011): The Differences in Scores and Self-Efficacy by Student Gender in Mathematics and Science. International Journal of Science and Mathematics Education 10, 1163-1190.
16. Meera, Jayaprakash / Jumana, Al-Mallahi (2016): Self-Efficacy and Academic Performance in English. Imperial Journal of Interdisciplinary Research 2(2), 79-83.
17. Nguyen, Ngoc Lynh Dan u. a. (2022): The Relationship between Students’ Self-Efficacy Beliefs and Their English Language Achievement. Journal of English Language Teaching and Applied Linguistics 4(2), 102-112.
18. Pekrun, Reinhard / Stephens, Elizabeth J. (2012): Academic Emotions. Hg. v. Karen R. Harris u. a. APA Educational Psychology Handbook. 2. Aufl. Washington, DC: American Psychological Association.
19. Rahimi, Ali / Abedini, Atiyeh (2009): The Interface between EFL Learners' Self-Efficacy Concerning Listening to Comprehension and Listening Proficiency. NovitasRoyal 3(1), 14–28.
20. Schnell, Kerstin u. a. (2015): The Impact of Adolescents' Self-Efficacy and Self-Regulated Goal Attainment Processes on School Performance — Do Gender and Test Anxiety Matter? Learning and Individual Differences 38, 90–98.
21. Schunk, Dale H. (1991): Self-Efficacy and Academic Motivation. Educational Psychologist 26, 207–231.
22. Schunk, Dale H. / Pajares, Frank (2002): The Development of Academic Self-Efficacy. Hg. v. Allan Wigfield / Jacquelynne S. Eccles. Development of achievement motivation. Cambridge/ Massachusetts: Academic Press.
23. Schunk, Dale H. u. a. (Hg.) (2008): Motivation in Education: Theory, Research, and Applications. 3. ed. Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall.
24. Tanır, Ahmet (2020): Learning Difficulties in German as a Third Language Experienced by Turkish Undergraduate Students. International Education Studies 13(6), 131-145.
25. Todaka, Yuichi (2013): Self-Efficacy Theory and Beyond: Japanese College EFL Learners. Journal of Educational and Social Research 3(7), 359-364.
26. Wang, Chih-hsuan u. a. (2018): Exploring the Relationship among International Students' English Self-Efficacy, Using English to Learn Self-Efficacy, and Academic Self-Efficacy. Journal of International Students 8(1), 233–250.
27. Wang, Chuang u. a. (2013): Examining Measurement Properties of an English Self-Efficacy Scale for English Language Learners in Korea. International Journal of Educational Research 59, 24-34.
28. Wang, Chuang u. a. (2013): Self-Efficacy and Self-Regulated Learning Strategies for English Language Learners: Comparison between Chinese and German College Students. Journal of Educational and Developmental Psychology 3(1), 173-191.