Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Past studies have shown gender differences among English as a foreign language (EFL) learners. However, most of these studies have focused on mean-level differences using variable-centered analyses. Studies have seldom explored similarities and differences in motivational profiles using person-centered approaches. To bridge this gap, we examined the motivational profiles of boys and girls and explored how these profiles were associated with basic psychological needs support, and academic achievement. A total of 582 Chinese EFL learners participated in the study. Profiles were created based on students’ scores on autonomous and controlled motivation. Results indicated that four distinct profiles emerged for both boys and girls: ‘low quantity motivation’ (low autonomous and controlled motivation), ‘poor quality motivation’ (low...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Previous research has highlighted the pivotal role of self-efficacy in English writing proficiency among various cultures and educational levels. In higher education, particularly at the graduate level, writing proficiency is crucial for academic success and professional development. Therefore, it is essential to understand factors that influence writing proficiency, such as self-efficacy and self-regulated learning (SRL) strategies. However, there is a gap in research on how distinct profiles of a combination of self-efficacy in writing and self-efficacy in self-regulation among graduate students correlate with the use of SRL strategies, writing performance, and demographic features. To fill this gap, we examined the English writing self-efficacy profiles among 1,308 Chinese graduate students and explored how these profiles are...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

The current study investigated the relationship between students’ perceived teacher–student relationship (SPTSR) and their performance in English via multiple mediation effects of resilience and autonomous learning in the Chinese English as a foreign language (EFL) context. The participants were 15,184 eighth-graders from China. Results of the multilevel mediation model revealed that after controlling for students’ gender, socioeconomic status (SES), and school type, the positive association between SPTSR and students’ academic outcomes in English was partially and serially mediated by the resilience and autonomous learning. The current study sheds new light on the crucial mediating roles of resilience and autonomous learning in improving EFL learners’ English proficiency. We recommend that English language teachers establish a...

Ver ficha completa