Abstract
Introduction
This cross-sectional study examined the relationships among English learning beliefs (ELBs), English learning self-efficacy (ELSE), English classroom enjoyment (ECE), and English autonomous learning ability (EALA) among secondary school students.
Methods
A convenience sample of 1,939 secondary school students was recruited from 11 provincial-level regions in China. Mediation and moderated mediation analyses were conducted using Hayes' PROCESS macro (Models 4 and 8) with 5,000 bootstrap samples, controlling for age, school stage, family residence, only-child status, and monthly family income.
Results
After controlling for covariates, ELBs were positively associated with EALA (
B
= 0.731, 95% CI [0.701, 0.761]). A significant indirect association between ELBs and EALA via ELSE was observed (indirect association = 0.377; 95% bootstrap CI: [0.340, 0.414]). ECE significantly moderated the association between ELBs and ELSE (
B
= 0.036, 95% CI [0.017, 0.054]), such that the positive association was stronger at higher ECE levels. The index of moderated mediation was significant (index = 0.016, 95% bootstrap CI [0.007, 0.024]), indicating that the indirect association between ELBs and EALA through ELSE was stronger at higher levels of ECE.
Discussion
These findings highlight the relevance of learning beliefs, self-efficacy, and classroom enjoyment to secondary school students' autonomous English learning.