Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22405
Title: 
Other Titles: 
Academic self-efficacy, task importance and interest: Their differential relations with English language learning in an Asian context
Authors: 
Keywords: 
Academic self-efficacy
Task importance
Interest
English language learning
Predictive relations
Issue Date: 
2020
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. Advance online publication. 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.
Description: 
This is the final draft, after peer-review, of a manuscript published in Journal of Multilingual and Multicultural Development. The published version is available online at http://www.tandfonline.com/doi/pdf/10.1080/01434632.2020.1746317
URI: 
ISSN: 
0143-4632 (print)
1747-7557 (online)
DOI: 
Website: 
Funding Agency: 
Ministry of Education (MOE), Singapore
Appears in Collections:Journal Articles

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