Student Engagement in Second Language Learning: Relations With Classroom Goal Structure, Self-Efficacy, and Gender

• In Event: Instruction and Language Learning

Abstract

The present study examined the relations among perceived classroom goal structure, self-efficacy, and student engagement for 639 English language learners from three universities in northeastern China. Analysis using structural equation modeling and multi-group structural equation modeling indicated that mastery classroom goal structure was related to student engagement; this relation was also mediated by self-efficacy. The effects of mastery classroom goal structure were stronger for men than for women. Performance classroom goal structure was not related to either self-efficacy or student engagement for the overall sample, but was related to engagement for men.

Authors

• Hui Wang, The University of Kansas

• Meagan M. Patterson, The University of Kansas

• Haiying Long, The University of Kansas