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The Relationship between Social Support, Self‐Efficacy, and English Language Learning Achievement in Hong Kong
Barry Bai1; Grace Chih Nuo Chao1; Chuang Wang2,3
2019-03
Source PublicationTESOL Quarterly
ISSN1545-7249
Volume53Issue:1Pages:208-221
Other Abstract

This study examined the relationship between one sociocultural factor (i.e., social support from teachers, parents, and peers), self‐efficacy, and secondary students’ English learning achievement in Hong Kong. It is paramount to understand the sociocultural influences on students’ language learning achievement given the strong collectivist culture in a Chinese context, which is characterized by social orientation and collectivism. Under the influence of Confucian philosophy, the Chinese place great emphasis on filial piety, hard work, and education (McInerney, 2008). Characteristically, the Hong Kong education system is competitive and outcome‐oriented and great significance is placed upon academic achievements, because this is the only way for Hong Kong students to enter a good university (Chan, 2002). As such, relationships with others and academic achievements are thought to be significant; in Chinese culture, importance is placed on relationships between students and persons in authority (e.g., parents and teachers). A person from a collectivist culture tends to be the collective self, who sees him/herself as part of one or more collectives. People in such cultures are primarily motivated by the norms of, and duties imposed by, those collectives; are willing to give priority to the goals of these collectives over their own personal goals; and emphasize their connectedness to members of these collectives (Triandis, 1995).

DOI10.1002/tesq.439
Indexed BySSCI ; SSCI
Language英語English
WOS Research AreaEducation & Educational Research ; Linguistics
WOS SubjectEducation & Educational Research ; Linguistics
WOS IDWOS:000458255700009
PublisherWILEY
Fulltext Access
Citation statistics
Cited Times [WOS]:7   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionPersonal research not belonging to the institution
Faculty of Education
Affiliation1.The Chinese University of Hong Kong
2.Xi’an Jiaotong University Xi’an
3.University of North Carolina at CharlotteCharlotte, North Carolina, United States
Recommended Citation
GB/T 7714
Barry Bai,Grace Chih Nuo Chao,Chuang Wang. The Relationship between Social Support, Self‐Efficacy, and English Language Learning Achievement in Hong Kong[J]. TESOL Quarterly,2019,53(1):208-221.
APA Barry Bai,Grace Chih Nuo Chao,&Chuang Wang.(2019).The Relationship between Social Support, Self‐Efficacy, and English Language Learning Achievement in Hong Kong.TESOL Quarterly,53(1),208-221.
MLA Barry Bai,et al."The Relationship between Social Support, Self‐Efficacy, and English Language Learning Achievement in Hong Kong".TESOL Quarterly 53.1(2019):208-221.
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