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

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 strat...

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Vydané v:Language teaching research : LTR Ročník 27; číslo 1; s. 207 - 228
Hlavní autori: Bai, Barry, Wang, Jing
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: London, England SAGE Publications 01.01.2023
Sage Publications Ltd
Predmet:
Academic achievement
Achievement
Beliefs
Correlation
Cultural Context
Cultural factors
Elementary School Students
Elementary schools
English
English (Second Language)
English as a second language
English as a second language learning
English language
Factor Analysis
Foreign Countries
Goal Orientation
Goal setting
Grade 4
Language acquisition
Language attitudes
Language planning
Language usage
Learning
Learning Motivation
Learning outcomes
Learning Strategies
Metacognition
Motivation
Predictor Variables
Regulation
Second Language Instruction
Second Language Learning
Self Efficacy
Self regulation
Social factors
Sociocultural factors
Sociocultural Patterns
Student Attitudes
Test Reliability
Test Validity
Hong Kong
growth mindset
English as a second language (ESL)
self-regulated learning
intrinsic value
English language learning achievements
self-efficacy
ISSN:1362-1688, 1477-0954
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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.
AbstractList 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.
Audience Intermediate Grades
Elementary Education
Grade 4
Author Bai, Barry
Wang, Jing
Author_xml – sequence: 1
  givenname: Barry
  orcidid: 0000-0002-2124-5061
  surname: Bai
  fullname: Bai, Barry
  organization: Chinese University of Hong Kong, Hong Kong
– sequence: 2
  givenname: Jing
  orcidid: 0000-0002-9262-5133
  surname: Wang
  fullname: Wang, Jing
  organization: Chinese University of Hong Kong, Hong Kong
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Issue 1
Keywords growth mindset
English as a second language (ESL)
self-regulated learning
intrinsic value
English language learning achievements
self-efficacy
Language English
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Snippet This study examined the role of growth mindset, self-efficacy, and intrinsic value in self-regulated learning (SRL) and English language learning achievements...
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crossref
sage
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Index Database
Enrichment Source
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StartPage 207
SubjectTerms Academic achievement
Achievement
Beliefs
Correlation
Cultural Context
Cultural factors
Elementary School Students
Elementary schools
English
English (Second Language)
English as a second language
English as a second language learning
English language
Factor Analysis
Foreign Countries
Goal Orientation
Goal setting
Grade 4
Language acquisition
Language attitudes
Language planning
Language usage
Learning
Learning Motivation
Learning outcomes
Learning Strategies
Metacognition
Motivation
Predictor Variables
Regulation
Second Language Instruction
Second Language Learning
Self Efficacy
Self regulation
Social factors
Sociocultural factors
Sociocultural Patterns
Student Attitudes
Test Reliability
Test Validity
Title The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements
URI https://journals.sagepub.com/doi/full/10.1177/1362168820933190
http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1360411
https://www.proquest.com/docview/2756071694
Volume 27
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