The relationship between intrinsic motivation, self-efficacy, self-regulated learning, and English learning achievement in Chinese high school students : (in progress)

Zhiyao   Chen; Apisak Sukying

doi:10.62819/jel.2024.578

Authors

Zhiyao Chen Mahasarakham University, Mahasarakham, Thailand
Apisak Sukying Mahasarakham University, Mahasarakham, Thailand

DOI:

https://doi.org/10.62819/jel.2024.578

Keywords:

English language achievement, intrinsic motivation, self-efficacy, self-regulated learning (SRL)

Abstract

This study investigated the relationships between intrinsic motivation, self-efficacy, self-regulated learning, and English learning achievement among Chinese high school students. A total of 237 10^th-grade students in China participated, responding to a 5-point Likert scale questionnaire. Using descriptive and referential statistical analyses, the study found that self-efficacy had a strong correlation with SRL strategies, particularly goal setting and planning. Intrinsic motivation also showed positive, though slightly weaker, correlations with these SRL strategies. Both intrinsic motivation and self-efficacy were closely linked to English language achievement, with self-efficacy demonstrating a stronger relationship. Additionally, SRL strategies such as goal setting, monitoring, and effort regulation were significantly associated with better English learning outcomes, emphasizing their crucial role in academic success. The findings suggest that enhancing intrinsic motivation, self-efficacy, and SRL strategies can substantially improve English language learning. The study recommends educational strategies that focus on these key factors to boost students’ performance and offers suggestions for future research and educational practices.

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