Anxiety and Self-Efficacy Contributions to Science Vocabulary Learning of Secondary Students With Varied English Proficiency

• In Event: Millennium Hotel Roundtable Session 10
  In Roundtable Session: Research in Vocabulary Development

Abstract

Vocabulary is essential for comprehension and achievement across disciplines. Understanding factors that contribute to vocabulary learning is important, especially for English learners (ELs) studying science, a linguistically and cognitively demanding topic. Our study explored contributions of attitudes and self-concepts towards science vocabulary learning of 252 eighth grade students (31% current ELs; 69% former/non-ELs). Path model results indicated strong model fit and accounted for 47% of the variance in science vocabulary learning. Results identified academic vocabulary knowledge, initial science vocabulary knowledge, and science anxiety—variables potentially under control of educational systems—as strong contributors to science vocabulary learning and highlighted the importance of initial vocabulary knowledge as a mitigator of the negative effects of anxiety on both learning and self-efficacy.

Authors

• Yuliya Ardasheva, Washington State University - Tri-Cities

• Kira Joy Carbonneau, Washington State University - Pullman

• Anna Karin Roo, Washington State University - Pullman

• Zhe Wang, East China Normal University