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Relationships among prior learning, anxiety,
self-efficacy, and science vocabulary learning of middle school students with
varied English language proficiency.
Vocabulary is essential for comprehension
and achievement across disciplines. Understanding factors that contribute to
vocabulary learning is important, especially for English learners (ELs)
studying science, a linguistically and cognitively demanding topic. Path
analysis results indicated strong model fit and accounted for 47% of the
variance in science vocabulary learning. Results identified academic vocabulary
knowledge, initial science vocabulary knowledge, and science anxiety—variables
under control of educational systems—as strong contributors to or mediators of
learning and highlighted the importance of initial vocabulary knowledge in
mitigating the negative relationships between anxiety and both learning and
self-efficacy.
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