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Please use this identifier to cite or link to this item: https://rsuir-library.rsu.ac.th/handle/123456789/2913
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dc.contributor.advisorSumalee Chinokul-
dc.contributor.authorTingyuan Shi-
dc.date.accessioned2025-10-01T02:42:21Z-
dc.date.available2025-10-01T02:42:21Z-
dc.date.issued2023-
dc.identifier.urihttps://rsuir-library.rsu.ac.th/handle/123456789/2913-
dc.descriptionThesis (M.Edu. (Bilingual Education and English Language Teaching)) -- Rangsit University, 2023en_US
dc.language.isoenen_US
dc.publisherRangsit University. Libraryen_US
dc.subjectEnglish language -- Study and teachingen_US
dc.subjectEnglish language -- Study and teaching -- Foreign speakers -- Chinaen_US
dc.subjectSelf-efficacyen_US
dc.titleRelationship between success and failure attributions and self-efficacy of Chinese EFL junior high school students with different English proficiency levelsen_US
dc.typeThesisen_US
dc.description.other-abstractThis study aimed at 1) exploring the level of students’ success and failure attribution and self-efficacy and 2) investigating the relationship between success and failure attribution, self-efficacy among Chinese junior high school students. The success and failure attributions were categorized into two aspects: the internal and the external attributions. A school in Shizong, China, was purposively selected, and 110 junior high school students from this school were recruited as research participants. The study was a correlational study and supported by qualitative study based on semistructured interview. The results showed that students in the high proficiency group showed high level of internal attributions (x̅ = 4.35) and self-efficacy (x̅ = 3.90), students in the medium proficiency group showed high level of internal attributions (x̅ = 3.69) and self-efficacy (x̅ = 3.56), whereas students in the low proficiency group showed moderate (x̅ = 2.82) level of internal attributions and low self-efficacy (x̅ = 2.44). The external attributions of the students at all three levels of English proficiency were at a moderate level. The correlation between success and failure attributions and self-efficacy varied among students with different levels of English proficiency. The data from the semi-interviews provided some evidence to support the results of the questionnaire. The results of the semi-structured interviews confirmed that the relationship between success and failure attributions and self-efficacy varied among junior high school students with different levels of English proficiency. In addition, there are many problems in Chinese students' English learning methods.en_US
dc.description.degree-nameMaster of Educationen_US
dc.description.degree-levelMaster's Degreeen_US
dc.contributor.degree-disciplineBilingual Education and English Language Teachingen_US
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