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"https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F24596985%2FValidity_and_Reliability_Study_of_Listening_Skill_Attitude_Scale%3Fauto%3Ddownload"; window.loswp.translateUrl = "https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F24596985%2FValidity_and_Reliability_Study_of_Listening_Skill_Attitude_Scale%3Fshow_translation%3Dtrue"; window.loswp.previewableAttachments = [{"id":44926518,"identifier":"Attachment_44926518","shouldShowBulkDownload":false}]; window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":24596985,"created_at":"2016-04-20T10:45:27.503-07:00","from_world_paper_id":152191286,"updated_at":"2024-11-17T10:26:41.322-08:00","_data":{"grobid_abstract":"The purpose of this study is to develop a scale to determine secondary school students' attitudes towards listening skill. In this regard, literature review conducted in this field is done and item pool is created by addressing openended questions to 270 participants. Questions in the item pool are identified as 29 items in accordance with the expert opinions; pre-treatment was applied to 56 participants. 2 questions that cannot be understood by the participants were omitted in line with expert opinion. As a result of the analysis of research data, 4 items that are not appropriate were omitted and KMO value was calculated as .85, and Bartlett's value was 3576,335(p\u003c.000) hence, it has been concluded that the available data was suitable for scale development. As a result of the exploratory factor analysis for the construct validity of the scale, it has been observed that 49.1% of the total variance is explained. As the result of the exploratory factor analysis demonstrates, 4 sub-dimensions has come out in 23 items for Listening Skill Attitude Scale. Internal consistency of the scale was examined for reliability of the scale, and the internal consistency coefficient for the whole scale has been found to be 75%. In addition, internal consistency coefficient of \"Advantage\" sub-dimension is found as .80, \"Effect\" is .89, \"Enthusiasm\" is .70 and \"Respect\" is .45. Item value of 23 items, 11 items between the scores .41 to .73 were gathered under \"Advantage\" sub-dimension. Variance is found as 21.74. It has been observed that 4 items are put under the sub-dimension \"Effect\" as the second sub-dimension. When examined the item values, they are between the scores .86 to .87. The explained variance is 13.50. When considering the third sub-dimension \"Enthusiasm\" 4 items are collected under it. Item values are between .61 ile .77. Variance of this dimension is 8.39. Finally, 3 of the items are placed to the fourth dimension. Item value of the subdimension \"Respect \" are between .58 ile .69. And the variance explained is 5.44. It has been found that sub-top group reliability of 27% of the scale all the items differ significantly (p\u003c.001). Significant correlation has been obtained .72 (p\u003c.001) in the analysis of another reliability study, test-retest method that is applied with an interval of 4-weeks.","publication_date":"2015,,","publication_name":"International Journal of Educational Researchers","grobid_abstract_attachment_id":"44926518"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Validity and Reliability Study of Listening Skill Attitude Scale","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [46674083]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" 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data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="35345579" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/35345579/Ortaokul_%C3%96%C4%9Frencileri_%C4%B0%C3%A7in_De%C4%9Ferler_%C3%96l%C3%A7e%C4%9Fi_Ge%C3%A7erlik_G%C3%BCvenirlik_%C3%87al%C4%B1%C5%9Fmas%C4%B1_Validity_and_Reliability_Study_Values_Scale_for_Secondary_School_Students_VSS_">Ortaokul Öğrencileri İçin Değerler Ölçeği: Geçerlik-Güvenirlik Çalışması / Validity and Reliability Study:Values Scale for Secondary School Students (VSS)</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="42603257" href="https://independent.academia.edu/D%C4%B0DEM%C3%87ET%C4%B0N1">DİDEM ÇETİN</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Educational Process: International Journal EDUPIJ, 2017</p><p class="ds-related-work--abstract ds2-5-body-sm">The purpose of the current study is to develop a data collection tool that can be used to determine the values of secondary school students. The study group consists of 299 students attending secondary schools in the city of Mugla, Turkey, who voluntarily participated in the study. For the construct validity of the scale, exploratory and confirmatory factor analyses were conducted. As a result of the exploratory factor analysis (EFA), a three-factor structure was elicited for the factors of “Sensitivity”, “Trustability”, and “Responsibility”. This three-factor structure together explains 41.11% of the total variance. The scale comprises of 30 items that can be assigned scores ranging from “1 (Never)” to “4 (Always)”. When the findings obtained through confirmatory factor analysis (CFA) were evaluated, χ2/df ratio was found to be 2.93. The 30-item, three-factor structure obtained as a result of EFA was also examined using CFA and the results showed that the scale yields good fit values. For the trustability of the scale, item-total correlation and Cronbach’s Alpha internal consistency coefficient were analyzed. In conclusion, a valid and reliable scale with adequate psychometric features was developed in order to determine the values of secondary school students (VSS).</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Ortaokul Öğrencileri İçin Değerler Ölçeği: Geçerlik-Güvenirlik Çalışması / Validity and Reliability Study:Values Scale for Secondary School Students (VSS)","attachmentId":55206457,"attachmentType":"pdf","work_url":"https://www.academia.edu/35345579/Ortaokul_%C3%96%C4%9Frencileri_%C4%B0%C3%A7in_De%C4%9Ferler_%C3%96l%C3%A7e%C4%9Fi_Ge%C3%A7erlik_G%C3%BCvenirlik_%C3%87al%C4%B1%C5%9Fmas%C4%B1_Validity_and_Reliability_Study_Values_Scale_for_Secondary_School_Students_VSS_","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/35345579/Ortaokul_%C3%96%C4%9Frencileri_%C4%B0%C3%A7in_De%C4%9Ferler_%C3%96l%C3%A7e%C4%9Fi_Ge%C3%A7erlik_G%C3%BCvenirlik_%C3%87al%C4%B1%C5%9Fmas%C4%B1_Validity_and_Reliability_Study_Values_Scale_for_Secondary_School_Students_VSS_"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="65129973" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/65129973/Validity_and_Reliability_Study_of_the_Listening_Comprehension_Scale">Validity and Reliability Study of the Listening Comprehension Scale</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="38018375" href="https://independent.academia.edu/P%C4%B1narGirmen">Pınar Girmen</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2012</p><p class="ds-related-work--abstract ds2-5-body-sm">Language is both the source and reflection of human thinking. Listening, which is the first experience with the m other tongue in a child’s life, acts as a means for learning other la nguage skills as well as being the most used language skill in an individ ual’s social and academic life. An effective learning experience req uires that students move from where they already are. This change can obe determined by standardized scales structured in har mony with the nature of the variable to be measured. Those scales for determining listening level can involve students in the active nature of listening by means testing situations they present in practical process. The primary aim of this study is to present the validit y and reliability test results of the listening scale developed in order t o determine the primary school 5 th graders’ listening comprehension skill level. The scale’s validity and reliability analyses were appl ied in Eskisehir city centre with a total of 700 primary sc...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Validity and Reliability Study of the Listening Comprehension Scale","attachmentId":76855948,"attachmentType":"pdf","work_url":"https://www.academia.edu/65129973/Validity_and_Reliability_Study_of_the_Listening_Comprehension_Scale","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/65129973/Validity_and_Reliability_Study_of_the_Listening_Comprehension_Scale"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="23574186" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/23574186/An_attitude_scale_on_individual_instrument_and_individual_instrument_course_Validity_reliability_research">An attitude scale on individual instrument and individual instrument course: Validity-reliability research</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="24934043" href="https://erbakan.academia.edu/OnurK%C3%BC%C3%A7%C3%BCkosmano%C4%9Flu">Onur Kucukosmanoglu</a></div><p class="ds-related-work--abstract ds2-5-body-sm">The main purpose of this study is to develop a scale to determine students' attitude levels on individual instruments and individual instrument courses in instrument training, which is an important dimension of music education, and to conduct a validity-reliability research of the scale that has been developed. The scale consists of 16 items. The validity-reliability research of the scale has been done on " 128 " students in the Department of Music Education of N.E.U., A.K.E.F, F.A.E.D. The data obtained were evaluated by the package software Spss 16.00.The structure validity of the scale was examined by factor analysis, and through the findings obtained it has been determined that the scale has two factors. According to the results of the rotated components matrix, Kaiser-Meyer-Olklin value is .95 and Barlett test result was found significant (p< .05); chi-square values of 2383.17, df=136 are relevant for exploratory factor analysis. It is found out that Cronbach's Alpha reliability coefficient containing all items of the scale is 96, Cronbach Alpha reliability coefficient for evaluating the attitude level on individual instrument is .95, and Cronbach Alpha reliability coefficient for evaluating the attitude level on individual instrument course is .95. As a result, it is detected that the scale could be used trustfully in determining students' attitude levels on individual instruments and individual instrument course.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"An attitude scale on individual instrument and individual instrument course: Validity-reliability research","attachmentId":43997691,"attachmentType":"pdf","work_url":"https://www.academia.edu/23574186/An_attitude_scale_on_individual_instrument_and_individual_instrument_course_Validity_reliability_research","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/23574186/An_attitude_scale_on_individual_instrument_and_individual_instrument_course_Validity_reliability_research"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="30881254" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/30881254/ATTITUDE_SCALE_OF_STATISTICS_DEVELOPMENT_RELIABILITY_AND_VALIDITY_STUDIES">ATTITUDE SCALE OF STATISTICS, DEVELOPMENT, RELIABILITY AND VALIDITY STUDIES</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="532564" href="https://siirt.academia.edu/coskunc">Halil Coşkun Çelik</a></div><p class="ds-related-work--abstract ds2-5-body-sm">In this research, it has been aimed to develop a measurement tool that can determine the teacher candidates' attitudes toward statistics. Study group of the research has consisted of 401 teacher candidates. In the study, item analysis based on have been used and Cronbach's alpha coefficient has been calculated. In the analysis of item analysis based on correlation made on 50 items formed during the development of the scale, non items have been removed from the scale. Exploratory factor analysis has been performed for remaining 41 items to determine the construct validity of the scale. As a result of this analysis a 28 item scale describing three factors (value, relevance and diffi has been obtained. According to the results of the analysis it can be said that this scale developed is valid and reliable.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"ATTITUDE SCALE OF STATISTICS, DEVELOPMENT, RELIABILITY AND VALIDITY STUDIES","attachmentId":51307407,"attachmentType":"pdf","work_url":"https://www.academia.edu/30881254/ATTITUDE_SCALE_OF_STATISTICS_DEVELOPMENT_RELIABILITY_AND_VALIDITY_STUDIES","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/30881254/ATTITUDE_SCALE_OF_STATISTICS_DEVELOPMENT_RELIABILITY_AND_VALIDITY_STUDIES"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="39100400" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/39100400/A_Comparison_of_Reliability_and_Construct_Validity20190511_28212_o03qn">A Comparison of Reliability and Construct Validity20190511 28212 o03qn</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="112727989" href="https://chosun.academia.edu/%EC%A3%BC%EC%97%B0%EA%B9%80">주연 김</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"A Comparison of Reliability and Construct Validity20190511 28212 o03qn","attachmentId":59219192,"attachmentType":"pdf","work_url":"https://www.academia.edu/39100400/A_Comparison_of_Reliability_and_Construct_Validity20190511_28212_o03qn","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/39100400/A_Comparison_of_Reliability_and_Construct_Validity20190511_28212_o03qn"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="78025607" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/78025607/The_Relationship_between_Listening_Motivation_and_Frequency_of_Listening_Strategy_Use_Dinleme_Motivasyonu_ile_Dinleme_Stratejileri_Kullan%C4%B1m_S%C4%B1kl%C4%B1%C4%9F%C4%B1_Aras%C4%B1ndaki_%C4%B0li%C5%9Fki">The Relationship between Listening Motivation and Frequency of Listening Strategy Use///Dinleme Motivasyonu ile Dinleme Stratejileri Kullanım Sıklığı Arasındaki İlişki</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="44228202" href="https://independent.academia.edu/onurd%C3%B6lek">onur dölek</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International Journal of Education & Literacy Studies (IJELS), 2022</p><p class="ds-related-work--abstract ds2-5-body-sm">Using a relational screening model, the present study explores the relationship between listening motivation and frequency of listening strategy use. The study includes 224 secondary school students who attended the fifth and eighth-grade levels. The data are collected with the “Listening Motivation Scale” and “Listening Strategies Usage Frequency Scale”. T-test, the Pearson correlation coefficient, and linear regression analyses are used to analyze the data. The findings confirm (a) a moderate positive relationship between listening motivation and the level of listening strategy use and its sub-dimensions, (b) that listening motivation explains 19.4% of the change in the frequency of listening strategy use and significantly predicts the frequency, (c) that listening motivation and frequency of listening strategy use do not differ significantly in terms of “gender” and “grade level” variables, and (d) despite the differences in coefficient values at the 5th and 8th-grade levels, the relationship between listening motivation and the frequency of listening strategy use is positive and statistically significant at the moderate level. The level of listening motivation should be increased by designing entertaining listening activities and actively involving students in the process. Thus, I can ensure that students use listening strategies more often and make more efforts to understand what they listen. Özet Bu araştırma, dinleme motivasyonu düzeyi ile dinleme stratejileri kullanım sıklığı arasındaki ilişkiyi saptamak amacıyla ilişkisel tarama modelinde desenlenmiştir. Araştırmanın çalışma grubunu 5. ve 8. sınıfa devam eden 224 ortaokul öğrencisi oluşturmuştur. Araştırmanın verileri “dinleme motivasyonu” ve “dinleme stratejileri kullanım sıklığı” ölçekleri ile elde edilmiştir. Verilerin çözümlenmesinde t-testi, Pearson korelasyon ve doğrusal regresyon analizinden yararlanılmıştır. Araştırmada (a) dinleme motivasyonu ile dinleme stratejileri kullanım düzeyi ve alt boyutları arasında orta düzeyde, pozitif yönlü ve anlamlı ilişkiler olduğu, (b) dinleme motivasyonunun dinleme stratejileri kullanım sıklığındaki değişimin %19.4’ünü açıkladığı ve dinleme stratejileri kullanım sıklığını anlamlı bir biçimde yordadığı, (c) dinleme motivasyonunun ve dinleme stratejileri kullanım sıklığının “sınıf” ve “cinsiyet” değişkenlerine göre anlamlı farklılık göstermediği ve (d) dinleme motivasyonu ile dinleme stratejileri kullanım sıklığı arasındaki ilişkinin 5. ve 8. sınıf düzeylerinde farklı katsayı değerlerinde olmasına rağmen orta düzeyde, olumlu yönde ve anlamlı olduğu bulgularına ulaşılmıştır. Eğlenceli dinleme etkinlikleri tasarlayarak ve öğrencileri etkin bir biçimde sürece katarak dinleme motivasyonu düzeyi artırılmalıdır. Böylelikle öğrencilerin dinleme stratejilerini daha sık kullanması ve dinlediğini anlamak için daha çok çaba göstermesi sağlanabilir.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Relationship between Listening Motivation and Frequency of Listening Strategy Use///Dinleme Motivasyonu ile Dinleme Stratejileri Kullanım Sıklığı Arasındaki İlişki","attachmentId":85215090,"attachmentType":"pdf","work_url":"https://www.academia.edu/78025607/The_Relationship_between_Listening_Motivation_and_Frequency_of_Listening_Strategy_Use_Dinleme_Motivasyonu_ile_Dinleme_Stratejileri_Kullan%C4%B1m_S%C4%B1kl%C4%B1%C4%9F%C4%B1_Aras%C4%B1ndaki_%C4%B0li%C5%9Fki","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/78025607/The_Relationship_between_Listening_Motivation_and_Frequency_of_Listening_Strategy_Use_Dinleme_Motivasyonu_ile_Dinleme_Stratejileri_Kullan%C4%B1m_S%C4%B1kl%C4%B1%C4%9F%C4%B1_Aras%C4%B1ndaki_%C4%B0li%C5%9Fki"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="65355036" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/65355036/Validity_and_reliability_study_of_the_attitude_scale_towards_second_foreign_language_learning">Validity and reliability study of the attitude scale towards second foreign language learning</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="117995200" href="https://independent.academia.edu/%C5%9Faban%C3%A7etin2">şaban çetin</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Dil ve Dilbilimi Çalışmaları Dergisi</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Validity and reliability study of the attitude scale towards second foreign language learning","attachmentId":76988056,"attachmentType":"pdf","work_url":"https://www.academia.edu/65355036/Validity_and_reliability_study_of_the_attitude_scale_towards_second_foreign_language_learning","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/65355036/Validity_and_reliability_study_of_the_attitude_scale_towards_second_foreign_language_learning"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="86019799" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/86019799/The_Relationship_Between_Students_Self_Efficacy_and_Their_Listening_Comprehension_at_the_First_Year_Students_of_State_Senior_High_School_4_Pekanbaru">The Relationship Between Students’ Self-Efficacy and Their Listening Comprehension at the First Year Students of State Senior High School 4 Pekanbaru</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="57144749" href="https://independent.academia.edu/ElmaFatmi">Elma Fatmi</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2017</p><p class="ds-related-work--abstract ds2-5-body-sm">This research was a correlational research. It was conducted to find out significant relationship between students’ self-efficacy and their listening comprehension at the first year students of state senior high school 4 Pekanbaru. There were two variables used in this research. The first was X variable (students’ self-efficacy) and the second was Y variable ( students’ listening comprehension). The subject of this research was the first year students of state senior high school 4 Pekanbaru while object of this research was the relationship between students’ self-efficacy and students’ listening comprehension. The instruments used in this research were questionnaire and test. For self-efficacy the researcher used questionnaire. Then, for listening comprehension, the researcher used test in the form of multiple choice. Then, in taking sample, the researcher used simple random sampling .The total of sample this research was 76 students. By using product moment formula through SPSS 22....</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Relationship Between Students’ Self-Efficacy and Their Listening Comprehension at the First Year Students of State Senior High School 4 Pekanbaru","attachmentId":90565208,"attachmentType":"pdf","work_url":"https://www.academia.edu/86019799/The_Relationship_Between_Students_Self_Efficacy_and_Their_Listening_Comprehension_at_the_First_Year_Students_of_State_Senior_High_School_4_Pekanbaru","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/86019799/The_Relationship_Between_Students_Self_Efficacy_and_Their_Listening_Comprehension_at_the_First_Year_Students_of_State_Senior_High_School_4_Pekanbaru"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="83911741" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/83911741/Factors_affecting_the_listening_skill">Factors affecting the listening skill</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="120587711" href="https://independent.academia.edu/aermanaslano%C4%9Flu">aslıhan erman aslanoğlu</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Procedia - 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