Construct Validity of Language Achievement Causal Attribution Scale (LACAS)

Date

2020-01-01

Author

Erten, İsmail Hakkı
Çağatay, Sibel

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

357
views

0
downloads

Causal attribution theory has attracted the attention of the scholars recently as it has a pivotal role in learners' motivated behaviour and effort for their future learning experiences. According to this theory, learners' perceived cause of their academic performances can be based on locus of control, controllability or stability. In this way, it might be easier for scholars or teachers to identify the "motivationally-at risk" students and take necessary actions. Although learners might state a wide range of reasons for their performances including effort, ability, or teacher, it is challenging to collect quantitative data when the number of the participants is quite high as a valid and a reliable scale, specifically designed for language learning- has not been developed in the world yet. Considering this shortcoming, this study purports to develop a scale to measure causal attributions of language learners, so that scholars can easily determine motivational problems among students. (c) Association of Applied Linguistics. All rights reserved

Subject Keywords

Language Learning Achievement, Causal Attribution Scale, Language Achievement Causal, Attribution Scale (LACAS), Language Learning

URI

https://hdl.handle.net/11511/53090

Journal

JOURNAL OF LANGUAGE TEACHING AND LEARNING

Collections

Department of Basic English, Article

Suggestions

OpenMETU
Core

Relationships between Foreign Language Teachers' Cognitions and Actions: Evidence from Instructors at Tertiary-level Öztürk, Mustafa; Yıldırım, Ali (2019-01-01) Teacher cognition and teacher action are two interrelated concepts of teaching and thus ought to be studied together in-depth to understand the nature of teaching and its effect on educational achievement. Examining the relationship between language teachers' cognitions and their actions has the potential to inform and guide current and future instructional practices in language teaching settings. From this point forth, this correlational study aims to answer in what way language teachers' language learning...
Facilitators and distractors of effective learning: perceptions of middle school students, teachers, and parents / Kasapoğlu, Koray; Yıldırım, Ali; Department of Curriculum and Instruction (2014) This study aims to explore teachers’, students’, and their parents’ conceptions of effective learning and to examine factors that facilitate or distract effective learning in social studies and science courses at the sixth and seventh grades. The study, through a qualitative, phenomenological research design, was conducted in eight middle schools in Afyonkarahisar, Turkey. The participants were 16 teachers, 48 students, and 24 parents. Data were mainly collected through individual interviews with teachers a...
Analysis of the Problem Based Learning Implementations Students and Tutors Perceptions and Actions Ateş, Özlem; Eryılmaz, Ali (2015-03-01) This study aims to analyze the implementation of problem-based learning (PBL) in engineering education regarding perceptions and actions of tutors and students. A case study design was employed in this study. To this end, four tutors, their five PBL modules, and fourteen students were selected. Observations and interviews were used to collect qualitative data. The results indicated that there was a difference between participants’ perception of PBL and their actions during tutorials. Participants’ level of ...
Predictive influence of students achievement motivation, meaningful learning approach and epistemological beliefs on classification concept achievement Kızılgüneş, Berna; Öztekin, Ceren; Department of Elementary Science and Mathematics Education (2007) The purpose of the present study was to investigate the predictive influences of epistemological beliefs, achievement motivation, learning approaches on sixth grade students’ achievement in classification concepts. The study was carried out in the fall 2006-2007 semester. One thousand forty one 6th grade students from twenty five randomly selected elementary schools in Çankaya district of Ankara participated in this study. In this study Turkish version of the Learning Approach Questionnaire, Epistemological...
An investigation into the implementation of alternative assessment in the young learner classroom Çetin, Lynn Marie Bethard; Özbek Gürbüz, Nurdan; Department of English Language Teaching (2011) The purpose of this study was to explore and develop a better understanding of the implementation of alternative assessment in the young learner classroom. This in-depth, qualitative study focuses on teachers’ practices and beliefs, as well as the student perspective and the role of alternative assessment in the instructional process. Case studies were carried out on nine different English language teachers and their use of alternative assessment strategies and tools over a six month period in their first, ...

Citation Formats

İ. H. Erten and S. Çağatay, “Construct Validity of Language Achievement Causal Attribution Scale (LACAS),” JOURNAL OF LANGUAGE TEACHING AND LEARNING, pp. 20–37, 2020, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/53090.