Relations Between Motivation, Social and Emotional Learning, and English Performance in Hong Kong Primary Schools

• In Event: Social Emotional Learning Across Various Contexts Within Schools and Beyond

Abstract

The study aims to profile an interactive pattern between relevant motivational beliefs (self-efficacy, interest, and growth mindset), social and emotional learning (SEL) skills and English learning achievements. Data were collected from 913 4th graders with questionnaires and an English test. Structural equation modeling (SEM) analyses confirmed the intricate interplay where the motivational beliefs, i.e., growth mindset, self-efficacy, and interest, predicted English learning achievements through the mediation of self-awareness and self-management skills while social management skills failed to significantly relate to English learning achievements. Our findings also underscore the relatively higher importance of interest and growth mindset than self-efficacy in English learning for young children. Pedagogical implications are discussed in relation to the context.

Authors

• Bin Shen, Fuzhou University
  Presenting Author

• Barry Bai, Chinese University of Hong Kong
  Presenting Author

• Wenjuan Guo, Shanghai Jiao Tong University
  Presenting Author

• Jing Wang, Zhejiang University
  Presenting Author

• Yi-Chao Jiang, Shenzhen Technology University
  Presenting Author

• FANRONG WENG
  Presenting Author