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Motivational Beliefs and Motivational Regulation

With regard to the relations between English-learning goal orientations, English self-efficacy and motivational-regulation strategies, the results from correlation analysis indicated that mastery goal orientation, performance-approach goal orientation, and self-efficacy were significantly and positively related to each of the eight motivational-regulation strategies. Performance-avoidance goal orientation was significantly and positively related to performance self-talk, self-reward, negative-based incentive, mastery self-talk, and self-efficacy enhancement, but there was no significant relation between performance-avoidance goal orientation and interest enhancement, task-value enhancement, and volitional control. The multiple regression analyses using three types of English-learning goal orientations and English self-efficacy to predict the eight motivational- regulation strategies revealed that students’ English-learning goal orientations and English self-efficacy accounted for a significant portion of the variance in all the eight motivational-regulation strategies. The results also indicated that different English-learning goal orientations and self-efficacy varied in their ability to explain students’ motivational regulation. Mastery goal orientation could significantly predicted students’ use of all eight motivational-regulation strategies, that is, students who are more focused on mastery goals are more likely to use all eight motivational-regulation strategies. Performance-approach goal orientation could predict three of the eight motivational-regulation strategies: performance self-talk, self-reward, and negative-based incentive. Performance-avoidance goal orientation was an individual predictor for six of the eight motivational- regulation strategies. Self-efficacy was a significant individual predictor for four of the eight motivational-regulation strategies: interest enhancement, mastery self-talk, self-efficacy enhancement, and volitional control.

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