Hong Kong Students' Motivational Beliefs and Emotions in Collaborative Learning in ESL Classrooms: Influences of Actual and Self-Perceived English Proficiency
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| Title: | Hong Kong Students' Motivational Beliefs and Emotions in Collaborative Learning in ESL Classrooms: Influences of Actual and Self-Perceived English Proficiency |
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| Language: | English |
| Authors: | Barry Bai, Xuan Zang (ORCID |
| Source: | Social Psychology of Education: An International Journal. 2025 28(1). |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades Grade 5 Middle Schools |
| Descriptors: | Cooperative Learning, Grade 4, Grade 5, Elementary School Students, Student Motivation, Emotional Response, English (Second Language), Second Language Instruction, Language Proficiency, Self Concept, Anxiety, Foreign Countries |
| Geographic Terms: | Hong Kong |
| DOI: | 10.1007/s11218-024-10011-7 |
| ISSN: | 1381-2890 1573-1928 |
| Abstract: | Although the benefits of collaborative learning across disciplines are well-established, its effectiveness hinges on the quality of execution. Motivational beliefs and emotions are crucial in students' engagement and achievement. Yet, a notable gap exists in examining these variables among students with varying proficiency levels in the context of collaborative learning. To address the gap, the present study investigated 289 fourth- and fifth-grade Hong Kong primary students' motivational beliefs and emotions in ESL collaborative learning and explored the variation across students' actual and self-perceived English proficiency. The findings revealed an overall high level of motivational beliefs alongside a medium level of anxiety. Structural equation modelling analyses indicated that self-perceived proficiency positively influenced students' motivational beliefs, whereas actual proficiency did not make a unique contribution. Both self-perceived and actual proficiency, as well as their interaction, reduced anxiety. Actual proficiency had a stronger negative impact on anxiety when self-perceived proficiency was high, and the influence of self-perceived proficiency was significant only when actual proficiency was high. Practical implications are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1455271 |
| Database: | ERIC |
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| Abstract: | Although the benefits of collaborative learning across disciplines are well-established, its effectiveness hinges on the quality of execution. Motivational beliefs and emotions are crucial in students' engagement and achievement. Yet, a notable gap exists in examining these variables among students with varying proficiency levels in the context of collaborative learning. To address the gap, the present study investigated 289 fourth- and fifth-grade Hong Kong primary students' motivational beliefs and emotions in ESL collaborative learning and explored the variation across students' actual and self-perceived English proficiency. The findings revealed an overall high level of motivational beliefs alongside a medium level of anxiety. Structural equation modelling analyses indicated that self-perceived proficiency positively influenced students' motivational beliefs, whereas actual proficiency did not make a unique contribution. Both self-perceived and actual proficiency, as well as their interaction, reduced anxiety. Actual proficiency had a stronger negative impact on anxiety when self-perceived proficiency was high, and the influence of self-perceived proficiency was significant only when actual proficiency was high. Practical implications are discussed. |
|---|---|
| ISSN: | 1381-2890 1573-1928 |
| DOI: | 10.1007/s11218-024-10011-7 |
