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1106 C. Correlations between Gender / Number of Courses / Time / Reasons and Total Score © 2011 ACADEMY PUBLISHER JOURNAL OF LANGUAGE TEACHING AND RESEARCH In order to investigate whether there are significant correlations between gender / number of courses this term / time spent on this course / reasons taking this course and the total score, the author conducted correlation analysis with the help of SPSS. The output of the analysis shows that none of the correlation coefficients of these items reached 0.40, which is the critical point of correlation. The conclusion that elements like gender, number of courses this term, average time spent on this course, or reasons taking this course have little correlation with students’ self-regulatory ability in English BL is drawn. D. Score of Undergraduates TABLE 6. CORRELATIONS BETWEEN GENDER / NUMBER OF COURSES / TIME / REASONS AND TOTAL SCORE items Pearson Correlation with total score gender 0.033 how many courses this term 0.225 average time spent on this course 0.085 disciplinary requirement 0.031 the course is interesting -0.331 useful for other courses -0.137 easy to acquire credits -0.051 helpful to improve academic skills -0.242 compulsory courses -0.016 recommended by friends -0.075 recommended by instructor -0.048 helpful for job seeking -0.070 class time is suitable -0.338 Comparing the scores of the undergraduate respondents with those of all, it is easy to find that undergraduates’ mean score of every subscale is lower than that of overall respondents, which suggests that undergraduates’ self-regulatory ability is weaker than the average standard. The mean of the total score of undergraduate respondents is 175.20, also lower than the average one. Similar to that of all respondents, the histogram of the frequency of undergraduates’ total score (Fig. 2) shows the distribution of undergraduates’ total scores are centralized, which indicates undergraduates’ self-regulatory ability in English BL on the campus of DUT is close to each other. E. Score of Postgraduates TABLE 7. SCORE OF UNDERGRADUATES item full mark of each subscale mean mode Std. Deviation Intrinsic goal orientation 28.00 18.73 18.00 4.67 Self-efficacy for learning 56.00 37.26 46.00 9.88 Meta-cognition 84.00 50.48 52.00 9.28 Time and study environment 56.00 34.20 33.00 5.66 Help seeking 21.00 11.32 14.00 3.85 Internet self-efficacy 35.00 23.21 35.00 7.52 total 280.00 175.20 157.00 29.74 Figure 2. Histogram of the Frequency of Undergraduates’ Total Score According to the three tables of score (table 5, 7, 8), the postgraduate respondents’ means of scores of all subscales and the total score as well are all lower than those of undergraduates and those of all, which suggests that the
JOURNAL OF LANGUAGE TEACHING AND RESEARCH postgraduates have stronger self-regulatory ability in English BL than undergraduates. The centralization of postgraduates’ total score reflected by the histogram of the frequency (Fig. 3) also verifies that postgraduates’ average self-regulatory ability is stronger than that of undergraduates. © 2011 ACADEMY PUBLISHER TABLE 8. SCORE OF POSTGRADUATES item full mark of each subscale mean mode Std. Deviation Intrinsic goal orientation 28.00 21.67 24.00 4.34 Self-efficacy for learning 56.00 42.37 46.00 8.44 Meta-cognition 84.00 56.77 55.00 9.52 Time and study environment 56.00 37.80 35.00 6.75 Help seeking 21.00 12.77 12.00 4.05 Internet self-efficacy 35.00 27.85 35.00 6.22 total 280.00 199.23 196.00 28.80 Figure 3. Histogram of the Frequency of Postgraduates’ Total Score F. Contrast of Self-regulatory Ability of Undergraduates and Postgraduates According to the score tables of undergraduates and postgraduates, there is difference of the subscale and the total scores between undergraduates and postgraduates. In order to verify whether the difference is obvious or not, an Independent-Samples T Test was conducted with SPSS. The 2-tailed significance of the means of all subscales and the total scores is 0.000, and 0 is not included in the 95% confidence interval of the mean difference. Therefore, a conclusion that the difference of undergraduates’ and postgraduates’ scores is significant can be reached. In other words, the self-regulatory ability of the undergraduates and postgraduates is distinctly different. items Levene’s Test for Equality of Variances TABLE 9. INDEPENDENT-SAMPLES T TEST T-test for Equality of Means F Sig. t df Sig. (2-tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference Lower Upper Intrinsic goal orientation 1.595 0.207 -6.351 380 0.000 -2.941 0.463 -3.852 -2.030 Self-efficacy for learning 9.722 0.002 -5.448 379.635 0.000 -5.108 0.937 -6.951 -3.264 Meta-cognition 0.132 0.717 -6.526 380 0.000 -6.283 0.963 -8.175 -4.390 Time and study environment 11.452 0.001 -5.617 348.934 0.000 -3.607 0.642 -4.871 -2.344 Help seeking 0.629 0.428 -3.584 380 0.000 -1.451 0.405 -2.247 -0.654 Internet self-efficacy 11.591 0.001 -6.604 378.487 0.000 -4.643 0.703 -6.025 -3.261 total 0.121 0.728 -7.999 380 0.000 -24.033 3.005 -29.940 -18.125 G. Possible Reasons for the Difference between Undergraduates and Postgraduates 1107
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The Relationship between Self-effic
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