Testování modelu vysvětlujícího známku z cizího jazyka pomocí strategií učení: multinomiální logistická regrese
| Title in English | Testing Model: Foreign Language Learning Strategies Explaining the Academic Achievement: Multinomial Logistic Regression Approach. |
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| Authors | |
| Year of publication | 2007 |
| Type | Article in Proceedings |
| Conference | Svět výchovy a vzdělávání v reflexi současného pedagogického výzkumu. Sborník z XV. konference ČAPV. |
| MU Faculty or unit | |
| Citation | |
| Field | Pedagogy and education |
| Keywords | Foreign language; learning strategies; upper secondary comprehensive school; school grade; study achievement; multinomial logistic regression; models |
| Description | Foreign language learning strategies are tested as explanatory variables for academic achievement with multinomial logistic regression models. Two main groups of strategies (Oxford 1990) were observed: direct (memory strategies, cognitive, compensation strategies) and indirect strategies (metacognitive, affective, social). The tested models were statistically significant, nevertheless explained only half of the variance in academic achievement at the upper secondary comprehensive schools in the Czech Republic. The model, as expected, was improved by adding more of the independent variables. |
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