Exploring the Linkage Between Self-Construal and Student Learning Process with Moderation of Demotivation and Disengagement Drawing on TRA

Feng Qiu

SAGE Open, 2024, vol. 14, issue 2, 21582440241249536

Abstract: This study confers certain psychological factors that may affect the learning process of the students such as self-construal, demotivation, and disengagement. Nevertheless, extensive work has been accomplished on the theme of individuals’ motivation and engagement within numerous domains across the world. How self-construal (SC), demotivation (DM), and disengagement (DE) may affect students’ learning process (SLP) got far less reflection by the investigators. Therefore, this study attempts to validate the relationships between self-construal and students’ English learning process with the moderation of two factors, that is, demotivation and disengagement based on a theory of reasoned action. Data were carefully accumulated between September 2022 and November 2022 by targeting 783 students who were trying to learn English within the Chinese market. We currently applied structural modeling to confirm the proposed connections along with the validation process using the SmartPls tool. It is found that SC has a positive connection with SLP. Second, the results proved the insignificant role of both moderating variables such as DM and DE between the relationships of SC and SLP, respectively. This study provides insights into new understandings about motivations along with riveting findings for those individuals or students who were disconnected or demotivated to learn English. Moreover, the study equips numerous fascinating applications for English learners along with future potentials for researchers showing current deficiencies of the work.

Keywords: self-construal; demotivation; disengagement; learning English; theory of reasoned action; structural equation modeling; empirical evidence (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:14:y:2024:i:2:p:21582440241249536

DOI: 10.1177/21582440241249536

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