Exploring the dynamic relations between second language students’ classroom engagement and task value belief: A longitudinal study

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2024-09-25 DOI:10.1016/j.learninstruc.2024.102025

Hoi Vo , Thi Thu Hien Hoang , Guanglun Michael Mu

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引用次数: 0

Abstract

Background

Student engagement and subjective task value belief are critical psychological constructs driving the second language (L2) learning process. L2 research has established the positive effect of subjective task value belief on student engagement in the L2 classroom, while the reverse effect has received some theoretical and empirical support in the broader field of educational psychology. However, theoretically grounded empirical work on testing the reciprocal relationship between these two constructs remains absent in L2 research.

Aim

This study sought to examine the longitudinal reciprocal relationship between L2 students’ classroom engagement and their subjective task value belief – the relationship that is neither sufficiently theorized nor empirically tested in the L2 learning context.

Sample

Data were collected across three time points over an academic semester from 920 undergraduate students learning English as a foreign language in Vietnam.

Method

Random intercept cross lagged panel modelling was conducted to examine the carry-over (or autoregressive) effects of L2 students' subjective task value belief (or their classroom engagement) at one time on itself at a subsequent time, as well as the concurrent effects and spill-over (or cross-lagged) effects of L2 students’ subjective task value belief on their classroom engagement and vice versa.

Result

L2 students’ classroom engagement and their subjective task value belief not only co-varied within individuals concurrently, but variation in one construct led to subsequent variation in another over the semester.

Conclusion

Findings confirm the dynamic, situation- and time-specific patterns of relationship between the two constructs in line with the expectancy value theory (Eccles & Wigfield, 2020a) and the development-in-sociocultural context model of student engagement (Wang, Henry, & Degol, 2020).

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探索第二语言学生课堂参与度与任务价值信念之间的动态关系：纵向研究

背景学生参与和主观任务价值信念是推动第二语言（L2）学习过程的关键心理结构。第二语言研究证实了主观任务价值信念对学生参与第二语言课堂的积极影响，而反向影响在更广泛的教育心理学领域也得到了一些理论和实证支持。AimThis study sought to examine the longitudinal reciprocal relationship between L2 students' classroom engagement and their subjective task value belief - the relationship that is neither sufficiently theororized nor empirically tested in the L2 learning context.SampleData were collected across three time points over an academic semester from 920 undergraduate students learning English as a foreign language in Vietnam.方法采用随机截距交叉滞后面板模型来检验 L2 学生主观任务价值信念（或其课堂参与度）在某一时刻对其自身在随后时刻的结转（或自回归）效应，以及 L2 学生主观任务价值信念对其课堂参与度的并发效应和溢出（或交叉滞后）效应，反之亦然。结果后进生的课堂参与度和他们的主观任务价值信念不仅在个体内部同时发生共同变化，而且在整个学期中，一个建构因素的变化会导致另一个建构因素的后续变化。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.