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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 3 of 3 1 [In Press] A psychometric validation of the motives for physical activity measure for youth with intellectual disabilities (MPAM-ID) Maiano, Christophe; Morin, Alexandre J.; Tracey, Danielle K. (R13635). - : U.K., Taylor & Francis, 2021 BASE Show details 2 The Task and Ego Orientation in Sport Questionnaire adapted for youth with intellectual disabilities (TEOSQ-ID) Tracey, Danielle K. (R13635); Maiano, Christophe; Gagnon, Cynthia. - : Netherlands, Elsevier, 2021 BASE Show details 3 Young second language learners’ competence and affective self-concept Tracey, Danielle K. (R13635); Yeung, Alexander Seeshing; Arens, A. Katrin; Ng, Christina. - : U.K., Asian EFL Journal Press, 2014 Abstract: Recent research has distinguished between the competence and affective components of self-concept. Young learners of English as a second language (L2) in Hong Kong (N = 110) completed survey items on both the competence and affective components and their L2 skills. In support of the domain specificity of self-concept, both components were associated with L2-related variables but not with other academic areas. Analyses of variance found significant effects of both components on classwork and homework. The main effect of competence was significant for reading, writing and speaking whereas the main effect of affective was significant for writing, speaking, and listening. Results support the importance of both components of self-concept but also imply some subtly differential effects on young L2 learners. Keyword: 130207 - LOTE; 130309 - Learning Sciences; 930102 - Learner and Learning Processes; ESL and TESOL Curriculum and Pedagogy (excl. Maori) URL: http://handle.uws.edu.au:8081/1959.7/561233 BASE Hide details

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