The effect of motivation on self-efficacy of English department students with mediational effects of learning styles and learning strategies
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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.
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