Creencias atribucionales y autoeficacia en la lectura en lengua extranjera

• Feifei Han ^[1]
  1. [1] Griffith University

     Griffith University

     Australia

     
• Localización: Revista de educación, ISSN 0034-8082, Nº 394 (Octubre-Diciembre), 2021, págs. 409-434
• Idioma: español
• DOI: 10.4438/1988-592X-RE-2021-394-513
• Títulos paralelos:
  • Attribution beliefs and self-efficacy in foreign language reading
• Enlaces
  • Texto completo
• Resumen
  • español

    En este estudio, se ha investigado la interrelación entre las creencias atribucionales, la autoeficacia y el rendimiento en lectura en lengua extranjera (LE) entre 153 estudiantes de lengua inglesa (ELI) de China. Se ha utilizado un simulacro de prueba universitaria de lectura en inglés (College English Test1 - Nivel 4) para medir el rendimiento en lectura en inglés y se han empleado dos cuestionarios para evaluar las creencias atribucionales y la autoeficacia en la lectura en inglés. Los análisis de correlación han demostrado que, aunque la autoeficacia y la atribución a la estrategia de lectura tienen una relación significativa y positiva con el rendimiento en lectura, la atribución al estado de ánimo está asociada de manera significativa y negativa al rendimiento en lectura. La regresión múltiple ha indicado que las creencias atribucionales y la autoeficacia explican conjuntamente el 17% aprox. de varianza en rendimiento en lectura. Los estudiantes con una mayor autoeficacia y un óptimo rendimiento en lectura en inglés tienden a atribuir dicho rendimiento más a factores internos y controlables que sus compañeros con una menor autoeficacia y menor rendimiento en lectura. Estos resultados tienen implicaciones prácticas: los profesores de inglés deberían animar a los estudiantes a desarrollar creencias atribucionales positivas.

  • English

    This study examined the interrelationship between attribution beliefs, selfefficacy, reading performance in foreign language (FL) reading among 153 English language learners (ELLs) in China. A mock College English Reading Test – Band 4 was used to measure English reading performance and two questionnaires were used to evaluate attribution beliefs and self-efficacy in English reading.

    Correlation analyses showed that while self-efficacy and attribution to reading strategy had significant and positive relation with reading performance, attribution to mood was significantly and negatively associated with reading performance.

    Multiple regression indicated that attribution beliefs and self-efficacy together explained about 17% of variance in reading performance. The students of higher self-efficacy and good English reading performance tended to attribute their English reading more to internal and controllable factors than their counterparts with lower self-efficacy and poorer reading performance. These results have practical implications that English teachers should encourage learners to form positive attribution beliefs.

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