Is There an “Expectancy × Value” Effect? Investigating the Impact of Self-Efficacy and Learning Motives on Chinese Undergraduates’ Use of Deep Language Learning Strategies

Zhan, Ying; Jiang, Yushan; Wan, Zhi Hong; Guo, Jin

doi:10.1007/s40299-020-00516-y

Cited by 19 publications

(28 citation statements)

References 36 publications

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“…Another interesting finding was that the participants placed the highest attainment value in phase 1 but the highest utility value in phase 2. This result, if viewed from a cross-sectional perspective, was consistent with the finding that SL/FL learners often have higher instrumental motives relevant to their current and future goals [65,66].…”

Section: Levels Of and Changes In Aoc Anxiety And Expectancy-value Beliefssupporting

confidence: 86%

The Interaction of Expectancy-Value Beliefs and Anxiety in Learning Academic Oral English in Bilingual Chinese Postgraduate Students

Mei-hua¹,

Dong²

2022

Multilingualism - Interdisciplinary Topics

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Despite the plethora of research on speaking anxiety, most studies focus on speaking for general purposes in various bilingual contexts, particularly ESL/EFL (English as second/foreign language) contexts. Little research has been done on anxiety when speaking English for academic purposes in bilingual students. Even fewer studies are available on the interaction between academic oral communication (AOC) anxiety and expectancy-value beliefs —important concepts of language learning motivation. Hence, the present longitudinal study examined the interaction of expectancy-value beliefs and AOC anxiety in bilingual Chinese postgraduate students when learning academic oral English. In addition to interviews, a set of matching questionnaires on AOC anxiety and expectancy-value beliefs were collected from 74 Chinese postgraduate learners of English in week 2 (phase 1) and week 14 (phase 2) of a 16-week semester. Analyses of the data revealed the following major findings: (1) One-third to half of the participants experienced AOC anxiety and had low expectancy of themselves about AOC, and more than half of them held high attainment, intrinsic value, utility value and cost value of AOC in English, (2) significant increase occurred in expectancy but not in AOC anxiety or any value over the semester, and (3) expectancy was a great negative predictor for AOC anxiety in phase 1, while expectancy, intrinsic value and cost value were powerful predictors for the latter in phase 2. Based on these findings, some implications for teaching and learning AOC to bilingual students are discussed.

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Section: Levels Of and Changes In Aoc Anxiety And Expectancy-value Beliefssupporting

confidence: 86%

The Interaction of Expectancy-Value Beliefs and Anxiety in Learning Academic Oral English in Bilingual Chinese Postgraduate Students

Mei-hua¹,

Dong²

2022

Multilingualism - Interdisciplinary Topics

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“… Zhao and Huang (2020) found that students with high self-efficacy have high learning motivations. Zhan et al (2021) found that self-efficacy and intrinsic motivation had a highly positive relationship, and discovered that self-efficacy and learning motivation could positively affect learning strategy. Therefore, another hypothesis was developed:…”

Section: Methodsmentioning

confidence: 99%

The Effect of Digital Game-Based Learning on Learning Motivation and Performance Under Social Cognitive Theory and Entrepreneurial Thinking

Chen

2021

Front. Psychol.

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This study aims to investigate the effects of students’ learning motivation and learning performance in a digital game-based learning setting and the structure of competition. This study uses Social Cognitive Theory, which emphasizes the bidirectional effects between personal factors, environmental factors, and behavior. We use the emotional state as the personal factor, social support as the environmental factor, learning performance as behavior. We also use self-efficacy and learning motivation as the mediating factors in the model. Data samples were collected from approximately 600 students in junior high schools in Taiwan. The students learned via either application or conventional lectures in three groups. The Control Group (CG) learned the course through a conventional learning approach. The Experimental group 1 (EG1) learned by a digital game, while Experimental Group 2 (EG2) learned through the digital game in combination with a structure that involved competing and entrepreneurship with classmates. The result of this research shows that the emotional state negatively affects learning motivation and self-efficacy, that self-efficacy will positively affect learning motivation, social support will positively affect self-efficacy, and self-efficacy and learning motivation will both positively affect learning performance. In addition, this research certifies previous works that entrepreneurs prefer to be more aggressive in competitions, have a high demand for accomplishment motivation, and are more likely to facilitate competitive over non-competitive environments.

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“…In the current era of rapid development of information technology, deep learning ability represents the ability of innovation, creation and sustainable development, and is a crucial ability required under the background of current social and era development (Esteban-Guitart and Gee, 2020 ). Furthermore, the main teaching target person of higher education is undergraduates whose main duty at this stage is to learn how to learn, not to stay in the superficial understanding and mechanical memory of knowledge, but to understand in-depth knowledge, critically learn new knowledge, master knowledge through practical activities, exercise thinking, improve learning ability and innovation ability (Zhang et al, 2021 ). Therefore, the learning style of students is very crucial in the evaluation of teaching quality.…”

Section: Introductionmentioning

confidence: 99%

Perceived Teacher Autonomy Support and Students' Deep Learning: The Mediating Role of Self-Efficacy and the Moderating Role of Perceived Peer Support

Zhao

Qin

2021

Front. Psychol.

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The purpose of this research is to test the mediation effect of self-efficacy on college student's perception of teacher autonomy support and students' deep learning, and whether the peer support perceived by students can moderate the relationship between perceived teacher autonomy support and deep learning. A survey of 1,800 college students from a provincial undergraduate normal university in Guizhou Province in China was conducted through the revised Perceived Teacher Autonomy Support Scale, Deep Learning Scale, Self-Efficacy Scale, and Perceived Peer Support Scale (Mean age = 21 years old, SD = 1.34). Data use SPSS23.0, AMOS22.0 for descriptive analysis and correlation analysis, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), moderation effect, and mediation effect analysis. The research results show that after controlling for gender, major, and grade, self-efficacy partially moderates the connection between perceived teacher autonomy support and deep learning of college students. Moreover, perceived peer support mediates the relationship between perceived teacher autonomy support and students' self-efficacy.

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Is There an “Expectancy × Value” Effect? Investigating the Impact of Self-Efficacy and Learning Motives on Chinese Undergraduates’ Use of Deep Language Learning Strategies

Cited by 19 publications

References 36 publications

The Interaction of Expectancy-Value Beliefs and Anxiety in Learning Academic Oral English in Bilingual Chinese Postgraduate Students

The Interaction of Expectancy-Value Beliefs and Anxiety in Learning Academic Oral English in Bilingual Chinese Postgraduate Students

The Effect of Digital Game-Based Learning on Learning Motivation and Performance Under Social Cognitive Theory and Entrepreneurial Thinking

Perceived Teacher Autonomy Support and Students' Deep Learning: The Mediating Role of Self-Efficacy and the Moderating Role of Perceived Peer Support

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