順天堂グローバル教養論集第一巻20160325
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23Motivational self-regulatory capacity in L2 writingvanced level writing course for undergraduate stu-dents. As most students who nished the intermedi-ate level writing courses are normally required to attend one of the two advanced courses, only two participants (who were in the EAP program as ex-change students) reported they left the program after nishing the intermediate course. In terms of their academic status, 31 participants were in the gradu-ate program, while 19 of them were in the under-graduate program. Three participants reported that they already nished their degree programs. Many of the participants (n=24) were social sci-ence and humanities majors (e.g., anthropology, communication, education, linguistics, music, social work, sociology, political science, psychology) and a substantial amount (n=13) were business majors (e.g., accounting, economics, nance, marketing, business administrations, travel industry manage-ment). Ten of the participants were science majors (e.g., agriculture, environmental studies, biology, marine studies, medicine, plant pathology, public health) and there were ve participants majoring in engineering disciplines (e.g., bioengineering, civil engineering, computer science).5.2. Procedures Participants were recruited anonymously through a solicitation email forwarded by the program’s di-rector on November 25, 2011; the second solicitation was sent on December 1, 2011to recruit more partici-pants. Participants who agreed to answer an online questionnaire visited the website link provided in the emails; they responded to 40 items as well as four prole questions and one open-ended question at the end. Out of 510 initial contacts, 58 participants re-sponded to the online questionnaire by the time the link was closed on December 7, 2011, resulting in 11.37 percent of the response rate. Two participants were excluded for statistical analyses for this study because they left the questionnaire with more than one third of the items unanswered, resulting in a sample size of 56 (original sample: n=59).5.3. Descriptive Statistics Before conducting the item analysis, the descrip-tive statistics were computed for all items in order to observe the data’s appearance. Table 1 provides the descriptive statistics for the 40 items, arranged based on the mean sizes (from large to small). These descriptive statistics indicate that the participants’ responses ranges four to ve on the six-point Likert scale and that all of the means fell within a neutral point between 3.55 and 4.92. While most of the items seemed to have normal distribution curbs, their means, medians, and modes suggested the distribution of the participants’ re-sponses for Item 40 (M = 4.92, Mdn = 5.00, Mode = 6) were somewhat unique. Another thing I noticed was that many items related to the commitment con-trol were scored higher, while those on the metacog-nitive and emotional controls tend to be scored lower. Many items on the environmental and satia-tion controls were located in the middle of the table. It was hard to identify any other tendencies from the statistics; it was thus necessary to conduct an item analysis to eliminate any unreliable items.5.4. Item Analysis By following the steps conducted by Tseng et al. (2006), two kinds of item analysis were performed: Extreme Group Method and Corrected Item-Total Correlation. First, the Extreme Group Method was conducted to observe if each item discriminated the participants well between the upper 33 % and the lower 33 % of the total test scores (i.e., a sum of each participant’s scores on 40 items). I conducted an independent samples t-test for each item to see its item discrimination. Three items (7, 23, and 26) did not discriminate participants reasonably well with p > .05. Next, I performed the Corrected Item-Total Correlation Method for each of the ve sub-

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