The present study examined how students＇ intrinsic and extrinsic value promotes their foreign language proficiency via the mediation effect of self-efficacy beliefs. A total of 1,036 Chinese eighth graders answered a...The present study examined how students＇ intrinsic and extrinsic value promotes their foreign language proficiency via the mediation effect of self-efficacy beliefs. A total of 1,036 Chinese eighth graders answered an English proficiency test and questionnaires assessing motivational beliefs. Structural equation modelling results with bootstrapping procedures revealed that intrinsic value can directly and indirectly influence foreign language proficiency via partial mediation effect of self-efficacy while extrinsic value can only directly influence foreign language proficiency with a small magnitude. Moreover, there is no gender difference in the mediation model. Our findings suggested that intrinsic value can help students improve foreign language proficiency by improving their self-efficacy beliefs. The findings contribute to the documents of self-determination theory and hold substantive theoretical and practical implications for foreign language teachers.展开更多
基金funded by National Education Science “13th Five-Year” Planning Key Project of Ministry of Education in China(Grant No.DHA160310)~~
文摘The present study examined how students＇ intrinsic and extrinsic value promotes their foreign language proficiency via the mediation effect of self-efficacy beliefs. A total of 1,036 Chinese eighth graders answered an English proficiency test and questionnaires assessing motivational beliefs. Structural equation modelling results with bootstrapping procedures revealed that intrinsic value can directly and indirectly influence foreign language proficiency via partial mediation effect of self-efficacy while extrinsic value can only directly influence foreign language proficiency with a small magnitude. Moreover, there is no gender difference in the mediation model. Our findings suggested that intrinsic value can help students improve foreign language proficiency by improving their self-efficacy beliefs. The findings contribute to the documents of self-determination theory and hold substantive theoretical and practical implications for foreign language teachers.
