scholarly journals Research on Minority College Students’ Engagement in English Learning

2021 ◽  
Vol 11 (2) ◽  
pp. 32
Author(s):  
Li Sun
Keyword(s):  
College Students ◽  
Attribution Theory ◽  
Self Efficacy ◽  
Cognitive Theory ◽  
Positive Impact ◽  
Guizhou Province ◽  
English Learning ◽  
Learning Engagement ◽  
Minority College Students ◽  
The Relationship

This paper studies the relationship between minority college students’ English learning autonomy, English learning self-efficacy and English learning engagement, based on attribution theory and social cognitive theory. A questionnaire was first conducted on 570 ethnic minority non-English major college students in Yunnan province, Guizhou province, and Sichuan province, China. Then, statistical software is used to make regression analysis on the relationship between variables. Research results show that English learning autonomy has a significant positive impact on English learning engagement; English learning autonomy has a significant positive impact on English learning self-efficacy; English learning self-efficacy has a significant positive impact on English learning engagement; English learning self-efficacy has a partial mediating role in English learning autonomy and English learning engagement. Finally, some strategies are proposed to improve English learning engagement from motivation-driven perspective, involving learning evaluation, learning resources and learning guidance.

scholarly journals The Effect of Learning Engagement on Learning Burnout of College Students

2021 ◽  
Vol 3 ◽  
pp. 213-224
Author(s):  
Shuguang Yan
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
Learning Engagement ◽  
Mechanism Model ◽  
Mediating Role ◽  
Political Status ◽  
Research Fields ◽  
The Status ◽  
The Relationship ◽  
Academic Self Efficacy

To explore the status quo of learning engagement and learning burnout, the mechanism of learning engagement on learning burnout, and the mechanism of academic Self-efficacy. Methods:A total of 309 college students were randomly selected as research samples. The samples were investigated by using the College Students' learning engagement Scale, learning burnout scale and academic Self-efficacy questionnaire, and the results were analyzed by using SPSS26.0 and macro program Process. (1) there were significant differences in academic engagement between male and female, urban and rural, class position and political status, and there were significant differences in learning burnout between urban and rural and political status. (2) Learning engagement and academic Self-efficacy had negative predictive effects on learning burnout. (3) Academic Self-efficacy plays a partially mediating role in the relationship between learning engagement and learning burnout. This study introduces academic Self-efficacy into the influence of learning input on learning burnout, constructs a mechanism model of the influence of learning input on learning burnout, and carries out empirical tests on this model, which is the improvement and expansion of related research fields.

scholarly journals The Relationship Between Family Support and e-Learning Engagement in College Students: The Mediating Role of e-Learning Normative Consciousness and Behaviors and Self-Efficacy

2021 ◽  
Vol 12 ◽  
Author(s):  
Hong Gao ◽  
Yangli Ou ◽  
Zhiyuan Zhang ◽  
Menghui Ni ◽  
Xinlian Zhou ◽  
...  
Keyword(s):  
College Students ◽  
Family Support ◽  
Self Efficacy ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Multiple Mediation ◽  
Learning Engagement ◽  
E Learning ◽  
And Behaviors ◽  
The Relationship

Due to the current COVID-19 pandemic, colleges and universities have implemented network teaching. E-learning engagement is the most important concern of educators and parents because this will directly affect student academic performance. Hence, this study focuses on students’ perceived family support and their e-learning engagement and analyzes the effects of e-learning normative consciousness and behaviors and self-efficacy on the relationship between family support and e-learning engagement in college students. Prior to this study, the relationship between these variables was unknown. Four structural equation models revealed the multiple mediating roles of e-learning normative consciousness and behaviors and self-efficacy in the relationship between family support and e-learning engagement. A total of 1,317 college students (mean age=19.51; 52.2% freshman) voluntarily participated in our study. The results showed that e-learning normative consciousness and behaviors and self-efficacy played significant and mediating roles between students’ perceived family support and e-learning engagement. Specifically, these two individual variables fully mediated the relationship between students’ perceived family support and e-learning engagement. The multiple mediation model showed that family members can increase family support of their children by creating a household environment conducive to learning, displaying positive emotions, demonstrating the capability to assist their children, advocating the significance of learning normative consciousness and behaviors, and encouraging dedicated and efficient learning. The findings complement and extend the understanding of factors influencing student e-learning engagement.

The Relationship of University Students' Sleep Habits and Academic Motivation

NASPA Journal ◽  
2006 ◽  
Vol 43 (3) ◽  
Author(s):  
Kellah M. Edens
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Academic Motivation ◽  
College Health ◽  
Sleep Habits ◽  
Lack Of Sleep ◽  
Relationship Of ◽  
The Relationship

College students are sleeping less during the week than reported a few years ago. Lack of sleep among college students has been identified as one of the top three healthrelated impediments to academic performance by the American College Health Association’s National College Health Assessment survey; and it is associated with lower grades, incompletion of courses, as well as negative moods. This research examines the underlying dynamics of lack of sleep on academic motivation, a key predictor of academic performance. Specifically, the relationship of sleep habits with self-efficacy, performance versus mastery goal orientation, persistence, and tendency to procrastinate were investigated. Findings indicate that 42% of the participants (159 students out of a total of 377) experience excessive daytime sleepiness (EDS); and those identified with EDS tend: (1) to be motivated by performance goals rather than mastery goals; (2) to engage in procrastination (a self-handicapping strategy) to a greater extent than students who are rested; and (3) to have decreased self-efficacy, as compared to students not reporting EDS. Several recommendations for campus health professionals to consider for a Healthy Campus Initiative are made based on the findings.

scholarly journals Self-efficacy of Art Undergraduates in Mobile-assisted English Learning

2021 ◽  
Vol 1 (4) ◽  
Author(s):  
BI SHANSHAN
Keyword(s):  
College Students ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Self Efficacy ◽  
English Language ◽  
Survey Method ◽  
English Learning ◽  
Art Students ◽  
Self Confidence ◽  
Teachers And Students

This research adopts the questionnaire survey method and selects 208 freshmen from the Guangxi Arts University as the research objects. The research studies the English self-efficacy and mobile learning situation of art college students and understands students’ views on using mobile devices/platform to assist in their learning of the English language. Results found that all students have mobile phones which allow teachers and students to use them for English learning. Besides, most art college students have a low sense of English self-efficacy, including low self-confidence, low enthusiasm in English learning, and average level of solving English learning difficulties. In addition, more than half of the students agree with the use of mobile devices/platforms to assist in English learning. Only a small number of people oppose it. This finding lays a preliminary foundation for later empirical research on using mobile learning to cultivate the English self-efficacy of art students.

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