Comparison of bilingual students’ self-efficacy toward Turkish speaking skills with respect to socio-economic status*
DOI:
https://doi.org/10.17162/au.v11i4.820Keywords:
Bilingualism, self-efficacy, speaking skill, socioeconomics, Turkish language, TurkeyAbstract
Equity in education refers to the accessibility of educational opportunities by the students from disadvantaged groups in the society as well as the other groups. Socio-economic status is evidently one of the most dominant factors defining advantaged and disadvantaged social groups. On the other hand, bilingualism may either be an educational advantage or a disadvantage in different conditions. This study is a causal-comparative survey aiming to investigate the relationship between bilingual students’ self-efficacy toward Turkish speaking skills and the socio-economic status of their families. The study was conducted on 1763 bilingual students studying in middle schools located in several districts in Izmir where bilingual people commonly live. Participants’ self-efficacy toward Turkish speaking skills was measured by Bilingual Students’ Self-efficacy toward Turkish Speaking Skills Scale including 10 Likert-type items. Participants’ socioeconomic status was measured by a series of items about their parents’ educational and occupational status and family income. Data were analyzed by using Kruskal-Wallis ANOVA and the findings showed that there are significant differences in bilingual students’ self-efficacy toward Turkish speaking skills between low and high socioeconomic status and between low and medium socioeconomic status.Downloads
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