The effect of motivation on self-efficacy of English department students with mediational effects of learning styles and learning strategies
Article Sidebar
Main Article Content
Abstract
This study aims to investigate the effect of motivation on self-efficacy among English
department students with the mediating roles of learning styles and learning
strategies. A 5-point Likert scale questionnaire has been adopted from the
Attitude/Motivation Test Battery (AMTB), the Strategy Inventory for Language
Learning (SILL) Version 7.0, the Perceptual Learning Style Preference
Questionnaire (PLSPQ) and the Academic Self-Efficacy Scales were employed, and
109 students(N=109) took part in the current study. The sampling procedure adopted
is voluntary sampling. The questionnaire showed excellent alpha Cronbach's
reliability and KMO validity. The regression and mediation analysis conducted on
the collected data show a statistically significant positive impact of motivation on
self-efficacy through a meditation of learning styles and learning strategies.
Therefore, it is highly recommended for students, teachers, and administrators to
focus on motivation to increase self-efficacy.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
References
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000 DOI: https://doi.org/10.1037/0000165-000
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191 DOI: https://doi.org/10.1037//0033-295X.84.2.191
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Bárkányi, Z. (2021). Motivation, self-efficacy beliefs, and speaking anxiety in language MOOCs. ReCALL, 33(2), 142-158. https://doi.org/10.1017/S0958344021000035 DOI: https://doi.org/10.1017/S0958344021000033
Bartlett, M. S. (1954). A note on the multiplying factors for various chi square approximation. Journal of the Royal Statistical Society, 16(Series B), 296-298. https://doi.org/10.1111/j.25176161.1954.tb00174.x DOI: https://doi.org/10.1111/j.2517-6161.1954.tb00174.x
Baumeister, R. F. (2016). Toward a general theory of motivation: Problems, challenges, opportunities, and the big picture. Motivation and Emotion, 40(1), 1-10. https://doi.org/10.1007/s11031-015-9519-7 DOI: https://doi.org/10.1007/s11031-015-9521-y
Biggs, J. (2001). Enhancing learning: A matter of style or approach? In R. J. Sternberg & L. F. Zhang (Eds.), Perspectives on thinking, learning and cognitive styles (pp. 276-288). Lawrence Erlbaum Associates.
Cross, K. P., & Steadman, M. H. (1996). Classroom research: Implementing the scholarship of teaching. Jossey-Bass. DOI: https://doi.org/10.1016/S0002-9459(24)04684-9
Dunn, R., & Dunn, K. (1978). Teaching students through their individual learning styles: A practical approach. Reston, VA: Reston Publishing Company.
Fidan, N. (1986). Learning and teaching at school, concepts, principles, methods. Kadıoğlu Publication.
Field, A. (2000). Discovering statistics using SPSS for Windows. Sage Publications. https://doi.org/10.4135/9781446221453
Gardner, R. C. (1985). The Attitude/Motivation Test Battery: Technical report. University of Western Ontario.
Garger, S., & Guild, P. (1984). Learning styles: The crucial difference. Curriculum Review, 23(1), 9-12.
Gumasing, Ma. J. J., & Castro, F. M. F. (2023). Determining ergonomic appraisal factors affecting the learning motivation and academic performance of students during online classes. Sustainability, 15(3), 1970. https://doi.org/10.3390/su15031970 DOI: https://doi.org/10.3390/su15031970
Haswell, J. (2017). A close look at learning styles. Merrimack Scholar Works, 23, 1-9.
Hesline, P. A., & Klehe, U. C. (2006). Self-efficacy. In S. G. Rogelberg (Ed.), Encyclopedia of industrial/organizational psychology, Vol. 2 (pp. 705-708). Sage Publications.
Hinton, P. R., McMurray, I., & Brownlow, C. (2004). SPSS explained. Routledge. DOI: https://doi.org/10.4324/9780203642597
Honicke, T., Broadbent, J., & Fuller-Tyszkiewicz, M. (2020). Learner self-efficacy, goal orientation, and academic achievement: exploring mediating and moderating relationships. Higher Education Research & Development, 39(4), 689-703. DOI: https://doi.org/10.1080/07294360.2019.1685941
IBM Corp. (2020). IBM SPSS Statistics for Windows (Version 29.0).
Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31-36. https://doi.org/10.1007/BF02291575 DOI: https://doi.org/10.1007/BF02291575
Klassen, R. M., & Usher, E. L. (2010). Self-efficacy in educational settings: Recent research and emerging directions. The decade ahead: Theoretical perspectives on motivation and achievement, 16, 1-33. https://doi.org/10.1108/S0749-7423(2010)000016A004 DOI: https://doi.org/10.1108/S0749-7423(2010)000016A004
Kunnathodi, F., & Ashraf, M. M. (2006). Academic self-efficacy scale. National Psychological Corporation.
Margolis, H., & Mccabe, P. P. (2006). Improving self-efficacy and motivation: What to do, what to say. Intervention in School and Clinic, 41(4), 218-227. https://doi.org/10.1177/10534512060410040501 DOI: https://doi.org/10.1177/10534512060410040401
McCombs, B. L. (2017, April). Historical review of learning strategies research: strategies for the whole learner—A tribute to Claire Ellen Weinstein and early researchers of this topic. In Frontiers in Education (Vol. 2, p. 6). Frontiers Media SA. DOI: https://doi.org/10.3389/feduc.2017.00006
Nevid, J. S. (2018). Essentials of psychology: Concepts and applications (5th ed.). Cengage Learning.
Odabas, C. (2022). An analysis about the relationship between online homework and perceived responsibility, self-efficacy and motivation levels of the students. Pedagogical Research, 7(2). https://doi.org/10.29333/pr/11361 DOI: https://doi.org/10.29333/pr/11887
Ortega-Torres, E., Solaz-Portoles, J.-J., & Sanjosé-López, V. (2020). Inter-relations among motivation, self-perceived use of strategies and academic achievement in science: A study with Spanish secondary school students. Sustainability, 12(17), 6752-6769. https://doi.org/10.3390/su12176752 DOI: https://doi.org/10.3390/su12176752
Oxford, R. L. (1990). Language learning strategies and beyond: A look at strategies in the context of styles. In J. E. Alatis (Ed.), Shifting the instructional focus to the learner (pp. 35-55). Georgetown University Press.
Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House.
Oxford, R. L. (2016). Teaching and researching language learning strategies: Self-regulation in context. Routledge. DOI: https://doi.org/10.4324/9781315719146
Oxford, R. L., & Crookall, D. (1989). Research on Language Learning Strategies: Methods, Findings, and Instructional Issues. Modern Language Journal, 73(4), 404-419. DOI: https://doi.org/10.1111/j.1540-4781.1989.tb05321.x
Pakdel, B. (2013). The Historical Context of Motivation and Analysis Theories: Individual Motivation. International Journal of Humanities and Social Science, 3(18), 240.
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119. https://doi.org/10.1111/j.1539-6053.2009.01038.x DOI: https://doi.org/10.1111/j.1539-6053.2009.01038.x
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667-686. https://doi.org/10.1037/0022-0663.95.4.667 DOI: https://doi.org/10.1037/0022-0663.95.4.667
Qureshi, M. A., Khaskheli, A., Qureshi, J. A., Raza, S. A., & Yousufi, S. Q. (2023). Factors affecting students’ learning performance through collaborative learning and engagement. Interactive Learning Environments, 31(4), 2371-2391. DOI: https://doi.org/10.1080/10494820.2021.1884886
Reid, J. M. (1984). Perceptual learning style preference questionnaire. Learning Styles Network.
Reid, J. M. (1995). Learning styles in the ESL/EFL classroom. Heinle & Heinle Publishers.
Srimulyani, V. A., & Hermanto, Y. B. (2022). Impact of entrepreneurial self-efficacy and entrepreneurial motivation on micro and small business success for food and beverage sector in East Java, Indonesia. Economies, 10(1), 1-14. https://doi.org/10.3390/economies10010001 DOI: https://doi.org/10.3390/economies10010010
Usman, O., & Tasya, S. (2020). The effect of e-learning, learning style, and learning interest on student’s learning motivation. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3709836 DOI: https://doi.org/10.2139/ssrn.3647301
Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 315-327). Macmillan.
West, C. R., Kahn, J. H., & Nauta, M. M. (2007). Learning styles as predictors of self-efficacy and interest in research: Implications for graduate research training. Training and Education in Professional Psychology, 1(3), 174–183. DOI: https://doi.org/10.1037/1931-3918.1.3.174
Wu, H., Li, S., Zheng, J., & Guo, J. (2020). Medical students’ motivation and academic performance: the mediating roles of self-efficacy and learning engagement. Medical education online, 25(1), 1742964. DOI: https://doi.org/10.1080/10872981.2020.1742964