Relationships among English Language Proficiency, Self-Efficacy, Motivation, Motivational Intensity, and Achievement in an ESP/EAP Context

Autor/inn/en	Zhang, Xue; Dai, Shenghai; Ardasheva, Yuliya; Hong, Yiming
Titel	Relationships among English Language Proficiency, Self-Efficacy, Motivation, Motivational Intensity, and Achievement in an ESP/EAP Context
Quelle	In: Journal of Psycholinguistic Research, 52 (2023) 6, S.3019-3038 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Xue) ORCID (Dai, Shenghai) ORCID (Ardasheva, Yuliya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-023-10034-9
Schlagwörter	Students; English; Language Proficiency; Self Efficacy; Motivation; Achievement; English for Special Purposes; English Language Learners; Public Speaking; English for Academic Purposes; English (Second Language) + Suchen Sie Ihr Suchwort? Student; Schüler; Schülerin; Studentin; English language; Englisch; Language skill; Language skills; Sprachkompetenz; Self-efficacy; Selbstwirksamkeit; psychologische; Motivation (psychologisch); Performance; Leistung; Vortrag; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	This study, the first of the kind in the field of English for specific purposes, examined direct and indirect relationships among English language proficiency, English public speaking (EPS) motivation, motivational intensity, self-efficacy, and EPS achievement. The sample consisted of 189 non-English-major students. The final structural equation model yielded an acceptable fit to the data and explained 23.4% of the variance in EPS achievement. English language proficiency and EPS self-efficacy had both direct and indirect (via, respectively, self-efficacy and motivational intensity) impacts on EPS performance. Ought-to self emerged as the strongest contributor to explaining motivation (R[superscript 2] = 0.90), followed by learning experience (R[superscript 2] = 0.57), and ideal self (R[superscript 2] = 0.32). Implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01