Academic self-efficacy, task importance and interest: relations with English language learning in an Asian context

Bai, Barry; Nie, Youyan; Lee, Ai Noi

doi:10.1080/01434632.2020.1746317

Cited by 42 publications

(39 citation statements)

References 47 publications

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“… Bai et al (2020) investigated the relations between behavioural engagement and three motivational variables (academic self-efficacy, task importance and interest) among 1,954 secondary school English learners of the same grade level (i.e., the 9th grade) in Singapore. The self-reported behavioural engagement level was evaluated via a five-point Likert scale comprising four items.…”

Section: Literature Reviewmentioning

confidence: 99%

“…All in all, the above-reviewed studies suffer from at least two of following three limitations: (1) the sample representativeness (e.g., Meng and Jin, 2017 ; Bai et al, 2020 ), (2) limited use of effect size (e.g., Brutt-Griffler and Jang, 2019 ; Yu et al, 2019 ) and (3) the over-reliance 5 on the statistical significance level, namely, the value of p (e.g., Brutt-Griffler and Jang, 2019 ; Bai et al, 2020 ). Accordingly, the present study attempts to overcome the above limitations by covering different grade levels, making full use of effect size and avoiding over-reliance on p s.…”

Section: Literature Reviewmentioning

confidence: 99%

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Exploring L2 Engagement: A Large-Scale Survey of Secondary School Students

Wang

Ying²,

Liu³

et al. 2022

Front. Psychol.

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Engagement, a psychological individual difference variable with three facets (vigour, dedication and absorption), has recently attracted scholarly attention. Through a large-scale survey, we examined what we call ‘L2 engagement’ among 21,370 secondary school students in China, with an L2 engagement scale adapted from the Utrecht Work Engagement Scale (UWES)-student version. Factor analysis showed this scale to be empirically unidimensional with three highly intercorrelated facets and very high internal consistency; this contributes to our understanding of the conceptual challenges surrounding the construct of engagement (e.g., dimensionality) and the broader issue concerning the correspondence between empirical constructs and theoretical terms (e.g., engagement in our case). Hierarchical regression revealed that the selected sociobiographical variables (e.g., L2 proficiency) were linked to L2 engagement to varying degrees; adopting a more refined approach to gauge the unique contribution of a predictor to L2 engagement in hierarchical regression, we identified L2 proficiency, parental attention, study time and frequency of parental coaching as (very) important predictors for L2 engagement. We call for more studies to adopt our L2 engagement scale, a sufficiently valid and reliable instrument developed based on a large sample. We also propose a few future research directions (e.g., combining self-reports with other data sources).

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Exploring L2 Engagement: A Large-Scale Survey of Secondary School Students

Wang

Ying²,

Liu³

et al. 2022

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Eccles and Wigfield on Bai and Zhang, and their colleagues, having conducted motivational belief-based research on students in a variety of fields, repeatedly observed discrepancies between primary and secondary English and mathematics classes. They observed a consistent pattern in which, in comparison to English classes, mathematics courses generally include students who are less engaged, anxious, and confident in their abilities [37,38]. However, they did not evaluate students' cognitive participation in other topic areas or include independent learning during in their investigation.…”

Section: Introductionmentioning

confidence: 99%

Student Motivation and Independent Learning in Social Studies, English, and Math: The Impact of the Classroom Environment

Susiani

Dharsana

Suartama

et al. 2022

ijirss

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Recent studies on self-learning have emphasized the importance of the cognitive and motivational elements of the classroom environment. Most of these studies have explored these elements by considering the potential for contextual variation. The current study examined inequalities in students' average assignment scores in social studies, math, and English education, as well as several non-cognitive variables, namely self-efficacy, exam anxiety, the use of cognitive strategies, the use of regulatory strategies, and academic success in the class. Employing an in-subject correlational design, students of mathematics, social sciences, and English were divided by gender. Multivariate regression was used to evaluate the relationships among performance, strategy utilization, and motivation indicators. The participants in the study were 545 students in the seventh and eighth grades of a secondary school (51 percent girls) who were asked to complete a self-report questionnaire. The results of the study showed that factors involving motivation and cognitive strategies varied by gender and subject, but not the use of regulatory approaches or academic achievement. However, according to the data, the relationships between these constructs appear to be relatively similar across the three subject areas studied. The importance of the findings to understanding the context-specificity of students' self-learning is highlighted.

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“…Even though interest has been generally investigated in several educational disciplines, it has mostly been ignored in the field of English language education (Tin, 2016). While interest, also defined as being involved in a studying activity for joy, is one of the determinants that could affect learners' learning achievements, it can be one of the most overlooked elements in classroom environments (Bai et al, 2020). Educators can also focus more on learners' real competence than on learners' self-perceived competence in finishing a particular assignment, that is, self-efficacy (Chong, 2007).…”

Section: Introductionmentioning

confidence: 99%

The Interplay of English as a Foreign Language Learners’ Interest, Self-Efficacy, and Involvement

Liu

2022

Front. Psychol.

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Founded on the advent of Positive Psychology in recent decades, the learners’ involvement has been a critical issue since the origin of teaching and learning despite it being quickly developed in previous decades. The enhancement of motivational aspects like self-efficacy and interest appears to have a high impact on learners’ success and achievement. Although both constructs are extensively investigated in various subjects, their association between and the learners’ involvement in the process of language learning have not been taken into account so far. This review intended to scrutinize the association among students’ self-efficacy, their academic interest, and their involvement. It is significant to pinpoint that the current review can help educational administrations, professional improvement centers, and policymakers to consider the above-mentioned issues in the progression of language education to develop their involvement.

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Academic self-efficacy, task importance and interest: relations with English language learning in an Asian context

Cited by 42 publications

References 47 publications

Exploring L2 Engagement: A Large-Scale Survey of Secondary School Students

Exploring L2 Engagement: A Large-Scale Survey of Secondary School Students

Student Motivation and Independent Learning in Social Studies, English, and Math: The Impact of the Classroom Environment

The Interplay of English as a Foreign Language Learners’ Interest, Self-Efficacy, and Involvement

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