The Role of Growth Mindset, Self-Efficacy and Intrinsic Value in Self-Regulated Learning and English Language Learning Achievements

Autor/inn/en	Bai, Barry; Wang, Jing
Titel	The Role of Growth Mindset, Self-Efficacy and Intrinsic Value in Self-Regulated Learning and English Language Learning Achievements
Quelle	In: Language Teaching Research, 27 (2023) 1, S.207-228 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bai, Barry) ORCID (Wang, Jing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168820933190
Schlagwörter	Self Efficacy; English (Second Language); Second Language Learning; Second Language Instruction; Learning Motivation; Predictor Variables; Sociocultural Patterns; Metacognition; Elementary School Students; Grade 4; Goal Orientation; Student Attitudes; Correlation; Foreign Countries; Test Reliability; Test Validity; Factor Analysis; Learning Strategies; Hong Kong + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Motivation for studies; Lernmotivation; Prädiktor; Soziokulturelle Theorie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; School year 04; 4. Schuljahr; Schuljahr 04; Zielorientierung; Zielvorstellung; Schülerverhalten; Korrelation; Ausland; Testreliabilität; Testvalidität; Faktorenanalyse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Hongkong
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01