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_1782/#m1364alittt_1782 (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_1782/#m1364alittt_1782)

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_1782/#m1364alittt_1782)

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Table 41 Correlation Between the Perceived Difficulty Indices and the Performance Indices (Error Numbers, Time on Task) in the HT Group

Variables	Time on task	Accuracy	Fluency	Style	Terminology	Total error number
Global difficulty	–.180	–.399	.257	.142	.086	–.100
Diff. terminology	–.106	–.626*	.188	–.099	–.214	–.508*
Diff. thematic knowledge	–.042	–.217	.285	.215	.014	.080
Diff. syntax	–.480	–.478	.404	.414	–.005	.025
Number of terminological problems	.250	.138	.651**	.339	.180	.652**

Note. * p ≤ 0.05, ** p < 0.01

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Table 42 Correlation Between the Perceived Difficulty Indices and the Performance Indices (Error Numbers, Time on Task) in the PE Group

Variables	Time on task	Accuracy	Fluency	Style	Terminology	Total error number
Global difficulty	.149	–.222	.555*	.684**	.022	.392
Diff. terminology	.194	–.422	.063	.325	.026	–.182
Diff. thematic knowledge	.015	–.409	.125	.396	.262	–.053
Diff. syntax	–.346	–.219	.029	.441	.103	.071
Number of terminological problems	.040	–.225	.000	–.166	–.438	–.396
PE easier	–.253	–.428	.172	.229	.438	–.098
PE faster	–.181	.178	.095	.112	.444	.375
Terminology no check	–.214	.542	–.433	–.487	.062	.066
Pre-existing text to rely on	–.382	.133	.014	.063	.280	.232
Less typing	–.621*	–.249	.005	.257	.340	–.006
Diff. to decide	–.239	.434	–.416	–.436	.125	.015
Diff. to detach	.501	–.030	.374	.052	–.227	.105
Not creative	.123	.499	–.354	.021	–.076	.315

Note. * p ≤ 0.05, ** p < 0.01

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Table 43 Correlation Between the Subcompetence Test Scores and the Performance Indices (Error Numbers, Time on Task) in the HT Group

Variables	Accuracy	Fluency	Style	Terminology	Total error number
Belief test	–.185	.152	–.091	.211	–.084
Bilingualism test	–.157	–.068	.167	.313	–.008
Reading test	–.179	.381	–.354	–.110	–.135
grammar test	–.331	.490	.546	.636*	.355

Note. * p ≤ 0.05, ** p < 0.01

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Table 44 Correlation Between the Subcompetence Test Scores and the Performance Indices (Error Numbers, Time on Task) in the PE Group

Variables	Accuracy	Fluency	Style	Terminology	Total error number
Belief test	.230	.459	–.043	–.573	.204
Bilingualism test	–.482	–.257	.097	–.234	–.522*
Reading test	–.578*	–.557*	–.070	.126	–.717**
Grammar test	–.503	–.363	–.090	–.271	–.704*

Note. * p ≤ 0.05, ** p < 0.01

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