A longitudinal investigation of translation trainees’ translation and post-editing competence development I. - Results of Correlation tests

Márta Lesznyák: A longitudinal investigation of translation trainees’ translation and post-editing competence development I

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Appendices

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Appendix 9

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Results of Correlation tests

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Harvard

Lesznyák Márta (2026): A longitudinal investigation of translation trainees’ translation and post-editing competence development I.. : Akadémiai Kiadó. https://doi.org/10.1556/9789636641931Letöltve: https://mersz.hu/hivatkozas/m1364alittt_1808/#m1364alittt_1808 (2026. 01. 31.)

Chicago

Lesznyák Márta. 2026. A longitudinal investigation of translation trainees’ translation and post-editing competence development I.. : Akadémiai Kiadó. https://doi.org/10.1556/9789636641931 (Letöltve: 2026. 01. 31.https://mersz.hu/hivatkozas/m1364alittt_1808/#m1364alittt_1808)

APA

Lesznyák M. (2026). A longitudinal investigation of translation trainees’ translation and post-editing competence development I.. Akadémiai Kiadó. https://doi.org/10.1556/9789636641931. (Letöltve: 2026. 01. 31.https://mersz.hu/hivatkozas/m1364alittt_1808/#m1364alittt_1808)

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Table 47 Correlation Between the Perceived Difficulty Indices and the Performance Indices (Error Numbers, Time on Task) in the HT Group in the Second Data-Collection Wave

Variables	Time on task	Accuracy	Fluency	Style	Terminology	Total error number
Global difficulty	.135	.085	–.260	–.255	–.381	–.366
Diff. terminology	–.044	.000	–.088	–.094	–.329	–.208
Diff. thematic knowledge	.169	.032	.329	–.112	–.672*	.037
Diff. syntax	.063	–.018	–.298	–.377	–.094	–.444
Number of terminological problems	.492	–.358	.114	.190	.380	.013

Note. * p ≤ 0.05, ** p < 0.01

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Table 48 Correlation Between the Perceived Difficulty Indices and the Performance Indices (Error Numbers, Time on Task) in the PE Group in the Second Data-Collection Wave

Variables	Time on task	Accuracy	Fluency	Style	Terminology	Total error number
Global difficulty	.227	–.180	.188	.117	.160	.080
Diff. terminology	.199	–.394	.123	.167	–.027	–.079
Diff. thematic knowledge	.250	–.325	–.121	–.337	.255	–.316
Diff. syntax	.078	–.106	–.185	.203	–.090	–.059
Number of terminological problems	.149	–.517*	–.181	–.346	.296	–.436
PE easier	–.663**	–.087	–.092	–.072	.497	.000
PE faster	–.677**	.239	–.131	–.340	.229	–.038
Terminology no check	–.482	.437	.046	.126	.028	.310
Pre-existing text to rely on	–.415	.314	.131	.083	.282	.324
Less typing	–.312	.269	–.325	–.048	–.270	–.087
Diff. to decide	–.478	.588*	.156	.071	–.062	.387
Diff. to detach	–.191	.042	.057	–.333	.142	–.076
Not creative	.343	–.014	–.588*	–.385	–.249	–.498

Note. * p ≤ 0.05, ** p < 0.01

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Table 49 Correlation Between the Subcompetence Test Scores and the Performance Indices (Error Numbers, Time on Task) in the HT Group in the Second Data-Collection Wave

Variables	Accuracy	Fluency	Style	Terminology	Total error number
Belief test	–.851*	.093	.663	–.418	–.377
Bilingualism test	–.059	–.361	–.117	–.267	–.462
Reading test	.025	.436	–.434	.226	.239
Grammar test	–.442	.030	.124	.025	–.252

Note. * p ≤ 0.05, ** p <0.01

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Table 50 Correlation Between the Subcompetence Test Scores and the Performance Indices (Error Numbers, Time on Task) in the PE Group in the Second Data-Collection Wave

Variables	Accuracy	Fluency	Style	Terminology	Total error number
Belief test	–.614	–.481	–.635	.424	–.763
Bilingualism test	–.279	–.588*	–.509	.078	–.651
Reading test	–.176	–.392	.319	.083	–.089
Grammar test	–.386	–.402	–.377	–.150	–.582

Note. * p ≤ 0.05, ** p < 0.01

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