Relationships Between Private Tutoring, Motivation, Self-Regulated Learning, and Chinese Secondary Students' EFL Achievement (Poster 46)

• In Event: AERA Poster Session Eight
  In Poster Session: Cognitive and Motivational Processes: Poster Session Two

Abstract

The present study aims to unpack the relationships between private tutoring, motivation, self-regulated learning (SRL), and achievement of English as a foreign language (EFL) in secondary schools in China with 387 Grade 10 students in China who completed a questionnaire. The results show that engagement in EFL private tutoring positively contributed to motivational variables such as interest, task values, self-efficacy and self-regulated learning. Through increased interest and task values, private tutoring may lead to increasing test anxiety. Surprisingly, a non-significant relationship is observed between self-efficacy and self-regulated learning. The significance of the heightened demand in EFL private tutoring and results are discussed.

Authors

• Barry Bai, Chinese University of Hong Kong
  Presenting Author

• Youyan Nie, National Institute of Education - Nanyang Technological University
  Presenting Author

• Huan Song, Beijing Normal University
  Presenting Author

• Jing Wang, Zhejiang University
  Presenting Author

• Bin Shen, Fuzhou University
  Presenting Author

• Wenjuan Guo, Shanghai Jiao Tong University
  Presenting Author