Motivational Beliefs, Self-Regulated Learning and English Achievement among Chinese High School Students: A Structural Equation Modeling Analysis

Abstract

This study examines the relationships between motivational beliefs (intrinsic motivation and self-efficacy) and self-regulated learning (SRL) strategies (goal-setting and planning, monitoring, and effort regulation) in relation to English achievement. A total of 237 grade 10 students were sampled from one public high school in the southwest of China. A self-reported questionnaire assessed participants’ intrinsic motivation and self-efficacy, as well as their strategies for SRL, including goal setting and planning, monitoring, and effort regulation. Standardized monthly test scores were used as an indicator of English achievement. Structural equation modeling indicated a good model fit (χ²/df =1.47; CFI =.95, RMSEA=.045). SEM analysis revealed that intrinsic motivation was a significant predictor of monitoring (β =.28) and effort regulation (β =.29). In contrast, self-efficacy strongly predicted all SRL strategies (β =.35-.59). The broad type of SRL strategies played a significant role in English achievement, and the specific categories: goal setting and planning was the most contributive SRL strategy to English achievement (β =.22), and then by monitoring (β =.18) and effort regulation (β =.15). It was found that SRL strategies mediated the relation between these motivational beliefs and achievement. These results highlight the significant role of SRL strategies in mediating between motivation and academic performance and the need to encourage goal setting, monitoring, and effort regulation in EFL classrooms to improve learner autonomy and academic success.