Abstract:
Informed by the expectancy-value and social cognitive theories of
learning, the present study proposed a path model to investigate the
impact of motivational beliefs as defined by listening self-efficacy,
three types of goal orientations, and task value on self-regulation of
Iranian EFL learners, in addition to the unique contribution of each to
the variability in the listening comprehension score. Results of path
analysis revealed significant positive effect of listening self-efficacy and
self-regulation on students’ listening comprehension and task value on
self-regulation. Unlike performance approach goals, mastery and
performance avoidance goals demonstrated a significant impact on
participants’ self-regulation but no significant direct effect of any goals
on listening achievement was detected.
Machine summary:
com Abstract Informed by the expectancy-value and social cognitive theories of learning, the present study proposed a path model to investigate the impact of motivational beliefs as defined by listening self-efficacy, three types of goal orientations, and task value on self-regulation of Iranian EFL learners, in addition to the unique contribution of each to the variability in the listening comprehension score.
Having been guided by social-cognitive and expectancy-value theories of learning, this study is an attempt to explore the relationship between motivational beliefs as defined by the self- efficacy, task value and goal orientation as well as self-regulation of Iranian EFL learners, in addition to the unique contribution by individual listening performances represented by their respective scores in the listening comprehension test through a path model.
A growing body of research has brought to light the significant link between self-efficacy beliefs and academic achievement in different fields as well as language skills in different contexts including that of Iran (Ghanizadeh & Mirzaee 2012; Ghonsooly & Elahi 2010; Gorban Doordinejad & Afshar, 2014; Kitsantas & Zimmerman, 2009; Pintrich & De Groot, 1990; Pintrich & Schunk, 1996, 2002; Rahimpour & Nariman- Jahan, 2010).
Conversely, results of performance goal orientation indicted unfavorable evidence on the influence of performance goals on learning (Ames, 1992; Pintrich, 1999), use of motivational regulatory strategies (Wolters, 1999) as well as lower levels of self-efficacy (Middleton & Midgley, 1997).