元认知
调解
结构方程建模
自我效能感
心理学
数学教育
多级模型
英语作为外语
英语
学业成绩
认知
社会心理学
计算机科学
社会学
社会科学
神经科学
机器学习
作者
Yuyang Cai,Chunxia Zhao
出处
期刊:System
[Elsevier]
日期:2023-10-01
卷期号:117: 103099-103099
被引量:2
标识
DOI:10.1016/j.system.2023.103099
摘要
Numerous studies in second or foreign language (L2) learning have shown that students’ L2 self-efficacy and metacognitive strategies play essential roles in predicting L2 achievement. However, how these two constructs co-shape L2 learning is understudied. The current study examined the mediation of L2 self-efficacy between metacognitive strategies and L2 achievement in English. Participants involved 368 s-year undergraduate students studying English as an L2 taught by 19 teachers from a university in China. Multilevel structural equation modeling results showed that: (1) English self-efficacy and metacognitive strategies significantly predicted English achievement either represented by a standardized English test or the terminal exam, and (2) English self-efficacy mediated the relation between metacognitive strategies and English achievement. The results suggested the importance of accounting for the interplay between metacognitive strategies and self-efficacy in determining L2 achievement.
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