Evaluate broader student-related resources such as academic self-efficacy when assessing or supporting listening comprehension¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Based on the finding that vocabulary mediated the self-efficacy to listening comprehension association, the authors suggest listening comprehension models and assessments could extend to broader student-related resources. They write that the findings "imply that the models could extend to evaluating broader student-related resources, such as academic self-efficacy," and that the results "motivate further research into contributors to listening comprehension throughout the elementary years."

Design Implications¶

Context¶

Requirements¶

• Assessment of vocabulary alongside self-efficacy measures when evaluating listening comprehension contributors

Constraints¶

• The mediation finding comes from one cross-sectional SEM study of 442 children; the authors call for further research

Target Learners¶

• Upper elementary school children aged 9-12

Target Learning Goals¶

• Listening comprehension of oral texts

Affordances¶

• Listening Comprehension Models Dominant Vocabulary Role

Claims¶

• Vocabulary mediates the association between academic self-efficacy and listening comprehension [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• E. de Bree, M. Zee. (2021). The unique role of verbal memory, vocabulary, concentration and self-efficacy in children's listening comprehension in upper elementary grades. First Language. https://doi.org/10.1177/0142723720941680