Investigating relationship between self-efficacy, achievement motivation, and self-regulated learning strategies of undergraduate Students: A study of integrated motivational models

Yusuf, Muhammed

doi:10.1016/j.sbspro.2011.04.156

Cited by 26 publications

(21 citation statements)

References 20 publications

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“…Likewise, learners who demonstrate better self-regulatory capacity tend to be more self-efficacious. This result is also in accordance with previous findings about the positive link between self-regulated language learning strategy and self-efficacy identified in traditional classroom-based learning settings (e.g., Bai et al, 2014;Kim et al, 2015;Magogwe & Oliver, 2007;Yusuf, 2011). Moreover, it enabled us to see their close relationship in online learning environments.…”

Section: Correlations Between Efl Learners' Online Self-regulation Ansupporting

confidence: 91%

“…Learners' self-regulatory capacity is also a critical factor for the success of language learning (Ching, 2002;Dörnyei, 2005;Dörnyei & Ryan, 2015;Tseng, Dörnyei, & Schmitt, 2006). Since learners' self-regulation is usually associated with their self-efficacy, researchers are also calling for more research linking these two constructs of learner characteristics in SLA (Ghonsooly & Ghanizadeh, 2013;Wang, Schwab, Fenn, & Chang, 2013;Yusuf, 2011). Several studies have explored the interplay between self-regulation and self-efficacy in the context of learning English as a foreign language (EFL).…”

Section: Introductionmentioning

confidence: 99%

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Examining the relationship between English language learners’ online self-regulation and their self-efficacy

Su¹,

Zheng²,

Liang³

et al. 2018

AJET

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This quantitative study investigated the relationship between learners' online self-regulation and their self-efficacy in the context of learning English as a foreign language (EFL). We collected data from two surveys, the online self-regulated English learning (OSEL) and the English language self-efficacy (ELSE), among 424 university students in China. Principal component analyses showed that the OSEL included six sub-scales, namely, goal setting, environment structuring, task strategies, time management, help seeking and self-evaluation, while the ELSE consisted of four factors targeting self-efficacy in listening, speaking, reading, and writing. The correlation analysis confirmed the associations between all scales of the OSEL and those of the ELSE. Furthermore, regression analysis revealed that self-evaluation was the most powerful predictor for explaining participants' variance of self-efficacy in English listening, speaking, and reading. Moreover, learners' environment structuring could significantly explain their self-efficacy in both speaking and writing, whereas goal setting could only predict students' self-efficacy in writing. These findings reveal the intricate relationship between online self-regulation and self-efficacy among the EFL learners, and further highlights the positive role of learners' self-evaluation, environment structuring and goal setting for explaining their English language self-efficacy. Pedagogical implications and future research are discussed at the end of this paper.

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Section: Correlations Between Efl Learners' Online Self-regulation Ansupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Examining the relationship between English language learners’ online self-regulation and their self-efficacy

Su¹,

Zheng²,

Liang³

et al. 2018

AJET

View full text Add to dashboard Cite

show abstract

“…Such findings are largely expected, because language proficiency does have a direct role to play in influencing writing performance, with which motivation is likely to be correlated (Troia et al., ). In addition, motivation research has found that motivation and self‐efficacy are positively correlated (Walker, Greene, & Mansell, ; Yusuf, ).…”

Section: Discussionmentioning

confidence: 99%

Hong Kong Secondary Students’ Motivation in EFL Writing: A Survey Study

Lee

Liu

2017

TESOL Quarterly

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“…Self-efficacy beliefs, known as a " [person's] judgment of his/her capabilities to organize and execute courses of action required to attain designated types of performance" (Magogwe & Oliver, 2007, p.), or as a person's confidence in his/her abilities enables him/her to perform well and succeed in any academic activities (Meece, Glienke & Burg, 2007;Yusuf, 2011). But does self-efficacy also influence achievement?…”

Section: Gender Differences In Language Learning Motivationmentioning

confidence: 99%

The Influence of Gender on Omani College Students’ English Language Learning Strategies, Comprehension and Motivation

Saidi

Al-Mahrooqi

2012

IJALEL

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Gender's influence on education, especially on foreign language learning, cannot be denied. The current study investigates the effect of gender on English language learning among Omani higher education students. The results indicate that there are differences between males and females with regard to language learning strategies, language comprehension and language learning motivation. Additionally, a relatively large group of participants indicated that gender differences in English language learning cannot be attributed to social and cultural reasons as Omani society provides equal opportunities for both genders to learn English. Most of the study's findings are consistent with previous findings, lending further support to the idea that there are differences between males and females in language learning.

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Investigating relationship between self-efficacy, achievement motivation, and self-regulated learning strategies of undergraduate Students: A study of integrated motivational models

Cited by 26 publications

References 20 publications

Examining the relationship between English language learners’ online self-regulation and their self-efficacy

Examining the relationship between English language learners’ online self-regulation and their self-efficacy

Hong Kong Secondary Students’ Motivation in EFL Writing: A Survey Study

The Influence of Gender on Omani College Students’ English Language Learning Strategies, Comprehension and Motivation

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