 Effect of Learner Factors on Chinese Undergraduates’ Translation Learning Performance: A Moderated Mediation ModelChenjuan Jiang SAGE Open, 2023, vol. 13, issue 2, 21582440231181435 Abstract: The study aims to explore the interrelationships between translation learning belief, learning strategy use, learning engagement, anxiety, and their effects on learning performance at the higher education level in China. We administered a questionnaire to 339 undergraduates (148 males and 191 females). Results showed that: (a) female students had more positive learning beliefs, and higher engagement, as well as higher translation test scores than their male peers; (b) students at high English level possessed higher translating test and self-rating scores but less anxiety than those students at a low level; (c) translation learning belief, strategy use, and learning engagement positively predicted learning performance while anxiety negatively predicted translation learning performance; (d) strategy use had a partial mediating effect on the relationship between learning belief and learning engagement; and (e) strategy use and learning engagement played a complete mediating role in the relationship between learning belief and performance. Educators should be aware of the interrelationship between these learner variables and the significant mediating role of learning strategy and engagement. Keywords: belief; strategy; engagement; anxiety; performance; dynamic system theory (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:13:y:2023:i:2:p:21582440231181435 DOI: 10.1177/21582440231181435 Access Statistics for this article More articles in SAGE Open |
Is your work missing from RePEc? Here is how to contribute.
Questions or problems? Check the EconPapers FAQ or send mail to .
EconPapers is hosted by the
School of Business at Örebro University.