The Role of Intrinsic Motivation and Self-efficacy in Self-regulated Learning and English Learning Achievements in Chinese High School Students

Abstract

This study investigates the roles of intrinsic motivation and self-efficacy in self-regulated learning (SRL) and their contributions to English language achievements among Chinese high school students. Recognizing SRL as pivotal for effective learning strategies, particularly in English as a Foreign Language (EFL) contexts, this research aims to (1) examine the relationship between intrinsic motivation and SRL, (2) explore the link between self-efficacy and SRL, and (3) assess the impact of SRL strategies on English learning achievements. Data were gathered from 237 Grade 10 students at a public high school in southwestern China, utilizing a structured questionnaire to measure intrinsic motivation, self-efficacy, SRL strategies and English language test scores to evaluate learning achievements. Structural equation modeling (SEM) and related statistics were employed to analyze the hypothesized relationships and mediation effects among these variables. The findings reveal that intrinsic motivation significantly predicts monitoring and effort regulation, while self-efficacy predicts all SRL strategies. Moreover, SRL strategies are crucial in predicting English learning achievement, with goal setting and planning being the most influential factors, followed by monitoring and effort regulation. These results suggest that students who set clear, attainable goals, develop detailed plans, continuously monitor their progress, and regulate their efforts achieve higher academic outcomes. The study emphasizes the importance of intrinsic motivation and self-efficacy in SRL strategies and academic performance. Highlighting the critical role of SRL, the research underscores its significance in empowering students to take control of their learning and achieve academic success. The pedagogical implications based on structural equation modeling (SEM) analysis indicate that fostering students' intrinsic motivation and self-efficacy can contribute to better SRL strategy use and, consequently, higher English learning achievements, consequently, higher English learning achievements. Educators and policymakers are encouraged to integrate practices that enhance these motivational beliefs to improve educational outcomes. Recommendations for future research and educational practice are provided.

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