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Academic self-efficacy, task importance and interest: Relations with English language learning in an Asian context
Other titles
Academic self-efficacy, task importance and interest: Relations with English language learning in an Asian context [Published]
Citation
Bai, B., Nie, Y., & Lee, A. N. (2020). Academic self-efficacy, task importance and interest: Relations with English language learning in an Asian context. Journal of Multilingual and Multicultural Development, 43(5), 438-451. https://doi.org/10.1080/01434632.2020.1746317
Abstract
The present study examined the relations between three motivational variables, i.e. academic self-efficacy, task importance, and interest with three types of learning behaviours, i.e. class engagement, metacognitive self-regulation, and avoidance coping with 1954 secondary students in Singapore. Positive correlations were found between the three motivational variables, class engagement and metacognitive self-regulation, whereas negative correlations were found between the three motivational variables and avoidance coping. Multiple regression analysis results showed that academic self-efficacy, interest and task importance all significantly predicted class engagement. However, only academic self-efficacy and interest significantly predicted metacognitive self-regulation and avoidance coping, but not task importance. The results were similar for both boys and girls. These findings suggest that academic self-efficacy and interest have a more desirable motivational function in comparison with task importance, especially when students face challenging tasks in learning English. Important implications for teaching are discussed.
Date Issued
2020
Publisher
Taylor & Francis
Journal
Journal of Multilingual and Multicultural Development
DOI
10.1080/01434632.2020.1746317
Funding Agency
Ministry of Education (MOE), Singapore