@article{oai:kansai-u.repo.nii.ac.jp:00010174,
 author = {水本, 篤 and Mizumoto, Atsushi},
 journal = {関西大学外国語学部紀要 = Journal of foreign language studies},
 month = {Oct},
 note = {This study examined the effects of self-efficacy on self-regulated vocabulary learning. A model of motivated vocabulary learning by Tseng and Schmitt (2008) was used to see the effects of self-efficacy on the phases (planning, practice, and evaluation) of self-regulated vocabulary
learning. A group of 281 EFL learners from two universities participated in the study. They completed questionnaires and a vocabulary size test. The learners were divided into three groups based on the response to the question on self-efficacy. Those three groups were compared in each scale of self-regulated vocabulary learning. The effect of self-efficacy was also examined utilizing text mining to analyze the open-ended question of vocabulary learning strategies. The results show that the effects of self-efficacy were found in all indicators except attitude. It also became clear that the varying degree of self-efficacy could result in different types of vocabulary learning strategies employed by learners. The practical implications of the current study may be incorporation of self-efficacy enhancing strategies in vocabulary teaching., 研究論文},
 pages = {35--56},
 title = {自己調整語彙学習における自己効力感の影響},
 volume = {5},
 year = {2011}
}