The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements

Abstract

This study examined the role of growth mindset, self-efficacy, and intrinsic value in self-regulated learning (SRL) and English language learning achievements in Hong Kong primary school students. A sample of 690 4th graders participated in the study. The findings suggest that the level of SRL strategy use (i.e. monitoring, effort regulation, and goal setting and planning) was driven by the students’ motivational beliefs (i.e. growth mindset, self-efficacy, and intrinsic value) in different ways. Monitoring and effort regulation, in turn, were significant contributors to the participants’ English language learning achievements, but goal setting and planning did not predict their English language learning achievements. The finding suggests that growth mindset was a stronger predictor of SRL than self-efficacy and intrinsic value. Implications for fostering adaptive motivational beliefs and SRL are discussed. Future research should consider the influence of the socio-cultural context on the relationships between motivational factors, SRL strategy use, and English language learning achievements.

Examining the Roles of Self-Efficacy Beliefs, Self-Regulated Learning and Foreign Language Anxiety in the Academic Achievement of Tertiary EFL Learners

“…The journey of learning a foreign language can be a frustrating and distressing experience for some learners (Ryan & Deci, 2009;Shirvan & Talebzadeh, 2018) and could depend largely on individual differences that have been investigated in the literature from various aspects and in various contexts not only by socio-demographic variables but also by affective factors such as anxiety, motivation, personality, and self-efficacy (Kim, Wang, Ahn & Bong, 2015). There is a growing body of literature suggesting that self-efficacy (Honicke & Broadbent, 2016;Mills, Pajares & Herron, 2007;Raoofi, Tan & Chan, 2012;Sarıçoban & Behjoo, 2016;Wang, Kim, Bai & Hu, 2014) and self-regulation (Bai & Wang, 2020;Seker, 2016;Yabukoshi, 2018) contribute to language learning. Continued research into anxiety has also emphasized that FLA is a complex affective factor in language learning (Hewitt & Stephenson, 2012;Woodrow, 2006;Yan & Horwitz, 2008).…”

“…If teachers can get the students to have repeated experiences of success, this can help students to foster positive beliefs about their abilities. Students who had high self-efficacy levels have been found to be significantly more self-regulated (Kim et al, 2015) and as they become self-regulated learners, they start to apply some SRL strategies such as meta-cognitive self-regulation preventing information overload (Bai & Wang, 2020). Therefore, self-efficacy has been reported to be associated with cognitive strategy use (Liem, Lau & Nie, 2008).…”

“…At the beginning of their formal training, most EFL learners generally show a willingness to learn, but this genuine willingness might go into a gradual decline over time as they spend time at school (Cheng & Lee, 2018;Csapó, 2007;Ryan & Deci, 2009). The decreasing trend of willingness among students may have many reasons including learning-related beliefs and can be attributed to a large number of factors including self-efficacy, self-regulation, anxiety and a lack of an autonomous attitude (Bai & Wang, 2020;Cheng & Lee, 2018;Ghonsooly & Ghanizadeh, 2013;Mills et al, 2007;Yabukoshi, 2018;Yan & Horwitz, 2008). Identifying the factors which affect academic achievement is a core phenomenon of interest in educational research.…”

Game-based self-regulated language learning: Theoretical analysis and bibliometrics

“…The effectiveness of SRLL may be attributed to the enhanced learner self-efficacy, motivation, and autonomy in this learning approach [ 10 , 11 , 47 ]. Empirical evidence was found in [ 10 ], which identified the positive effects of students’ use of self-regulated learning strategies, especially goal setting and planning, on their language learning outcomes.…”

“…The learners’ raised motivation and self-efficacy would in turn lead to their increased effort for SRLL to control and optimise their learning by proactively performing self-regulated learning strategies [ 47 , 48 ]. Effective self-regulated learning enables learners to be more self-efficacious about the target language and language learning activities, resulting in satisfying learning outcomes [ 10 , 11 ]. Additionally, the implementation of SRLL affords the learners with higher levels of autonomy in learning, encouraging them to implement GBLL more efficiently and participate in GBLL-related activities more actively, which may further enhance the effectiveness of GBLL.…”