Innovation in Language Learning
The Influence of Academic Self-efficacy on Learning Engagement Among High School Students: The Chain Mediation Role of L2 Motivational Self-system and Academic Resilience
Shan Zhong, Xi’an Mingde Institute of Technology (China)
Abstract
This research analyzed relationships between students’ academic self-efficacy and learning engagement, with L2 motivational self-system and academic resilience acting as mediators. This was a survey of 332 students from 3 different high school in mainland China, including 193 male students (58.1%) and 139 female students (41.9%), 145 student of Grade 1 (43.7%) with the average age of 15.617, 87 student of Grade 2 (26.2%) with the average age of 16.368 and 100 student of Grade 3 (30.1%) with the average age of 17.180. A chain mediation model was established to explore the relationship between students’ academic self-efficacy, learning engagement, L2 motivational self-system and their academic resilience. Subsequently, correlation analysis, multiple regression analysis and bootstrapping were employed to testify the hypothesized model and to figure out the total effect, the direct effect, and the indirect effect of different pathways in the model. As a conclusion, high school students’ academic self-efficacy has a significant and positive predictive effect on their learning engagement. L2 motivational self-system and academic resilience can mediate the relationship between academic self-efficacy and learning engagement respectively, and can also collectively play a chain mediator role in the relationship between academic self-efficacy and learning engagement.
Keywords: academic self-efficacy, learning engagement, L2 motivational self-system, academic resilience, chain mediation
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