| Autor: |
Hui Wang, Meagan M. Patterson, Haiying Long |
| Jazyk: |
angličtina |
| Rok vydání: |
2024 |
| Předmět: |
|
| Zdroj: |
Frontiers in Education, Vol 9 (2024) |
| Druh dokumentu: |
article |
| ISSN: |
2504-284X |
| DOI: |
10.3389/feduc.2024.1416095 |
| Popis: |
The present study examined the effects of classroom goal structure, self-efficacy, and gender on student engagement among college students (N = 606) learning English as a foreign language in China. Data analysis using multi-group structural equation modeling found that mastery classroom goal structure impacted male students’ engagement both directly and indirectly through self-efficacy, whereas only the indirect path via self-efficacy was significant for female students. Performance classroom goal structure had a significant effect on student engagement for male students but not female students. Thus, self-efficacy can not only impact student engagement but also mediated the relations between mastery classroom goal structure and student engagement regardless of student gender. These findings suggest that creating a classroom environment that highlights the importance of working diligently and holding optimistic beliefs in one’s language capacities can promote English learners’ engagement across genders. However, a classroom climate that emphasizes demonstrating competence and high performance relative to others might promote engagement for men, but not for women. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
|
