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- W2254604712 abstract "This study aims to investigate whether in homogeneously grouped English classes there are significant gender differences in academic self-concept. The sample comprised 90 ability-grouped EFL college freshmen. They were first assessed for their English performance by GEPT listening and reading proficiency tests at the beginning of the academic year. For this one-year study, an academic self-concept scale was administered twice, at the beginning and end of the students' first academic year, to assess students' subject-specific academic self-confidence and effort on each data-collection occasion. Statistical methods were employed to address the following research questions: (1) whether males and females significantly differ in their perceptions of academic self-confidence in English coursework, (2) whether males and females significantly differ in perceived academic effort, and (3) whether there are any significant interaction effects between gender and ability level. Results of the study indicate that female students grouped in the lower and average ability levels tended to have higher scores on perceptions of academic confidence, academic effort, and overall academic self-concept than their male counterparts over the course of the study. There were only slight differences in either aspect of academic self-concept between males and females grouped in the higher ability level. Overall and over time, only differences in academic effort were statistically significant. The interaction effects between gender and ability level were found to be non-significant." @default.
- W2254604712 created "2016-06-24" @default.
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- W2254604712 date "2009-12-01" @default.
- W2254604712 modified "2023-09-23" @default.
- W2254604712 title "Perceptions of Academic Self in Ability-Grouped English Classroom: A One-Year Study of Gender Differences" @default.
- W2254604712 doi "https://doi.org/10.7084/lis.200912.0031" @default.
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