Abstract
ABSTRACT Numerous studies have shown that students’ belief in their ability to execute behaviours to successfully perform second/foreign language (L2) tasks (i.e. self-efficacy) is positively related to their L2 achievement. However, self-efficacy alone does not automatically lead to successful L2 achievement but has to be mediated by other psychological traits, such as language engagement, that are more directly related to task performance. Regardless, studies examining the interplay between self-efficacy and student engagement are scarce in L2 learning. To fill this gap, the current study investigated how engagement with L2 learning mediates the relation between self-efficacy and L2 achievement. We recruited 692 first-year undergraduate students studying English as an L2 from a university in mainland China (M age = 18.76, SD = .76, females = 68%). Students’ perceptions of self-efficacy in English and engagement with English were measured. Students’ terminal English exam score was used to represent their L2/English achievement. Results of multilevel structural equation modelling showed that (1) self-efficacy was indirectly related to English achievement through engagement and that (2) only cognitive engagement mediated the effect of self-efficacy on L2 achievement. The results suggested the importance of accounting for engagement to understand the relation between self-efficacy and L2 achievement.
Published Version
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