A Study On The Relationships Among Achievemnt Goal,Self-efficacy And Engagement Of College English Learners

Engagement is a significant standard for learner's learning which can reflect his or her behavior,strategy and emotion to learning.Meanwhile,it's a result of teacher's teaching.The variables that affect learner's engagement are from two aspects: teacher and learner's behaviors.Among these two variables,achievement goal and self-efficacy are two special ones because they connect with learners closely.Achievement goal points out learner's purpose during learning while self-efficacy refers to learner's belief to own ability.Moreover,there have been a lot of studies related to these three variables.However,studies that focus on their relationships of English learning are not abundant.Therefore,this study tries to explore college English learners' achievement goal,self-efficacy and engagement.The specific questions are shown as follows:1.What are the features of college English learners' achievement goal,selfefficacy and engagement?2.What are the relationships among college English learners' achievement goal,self-efficacy and engagement?3.How does self-efficacy mediate achievement goal and engagement?In order to answer research questions,this study employs a mixed method including three questionnaires and semi-structured interview in which quantitative data is the principal data resource and qualitative data supplement the research result.There are 120 and 413 participants who participate in pilot and formal studies of questionnaire.Five participants take part in semi-structured interview.Analytical tools in this study are SPSS 23.0 and AMOS 23.0.After collecting quantitative data,the reliability and validity of three scales are tested.Secondly,descriptive statistic of all variables is analyzed to find features of achievement goal,self-efficacy and engagement.Thirdly,confirmatory factor analyses of all variables are tested to build structural equation model.Finally,path analyses and bootstrap are used to analyze relationships among three variables and mediation effects of self-efficacy.Besides,data from interview enrich the research results from qualitative angle.The results are concluded as follows: firstly,there is the equal number of learners who have mastery and performance goals and college English learners have high self-efficacy.Besides,learners are likely to engage in English learning cognitively and behaviorally more than emotionally.Secondly,there are positive relationships among mastery goal,self-efficacy and engagements but negative relationships among performance goal,self-efficacy and engagements.Thirdly,between mastery goal and three engagements,performance goal and behavioral engagement,self-efficacy takes complete mediation effects.However,between performance goal and cognitive engagement,performance goal and emotional engagement,self-efficacy takes partial mediation effects.Based on research results,most learners are confident in English learning.Besides,learners' emotional engagement to learning is not stable as behavioral and cognitive engagements.Meanwhile,achievement goals affect learners' self-efficacy and engagements significantly.Therefore,teachers should create active class environment to increase learners' positive affections and guide them to build reasonable learning goals.