Classroom anxiety, learning motivation, and English achievement of Chinese college students: The mediating role of self-efficacy.

BACKGROUND/PURPOSE: In the context of deepening globalization, English, as the primary language for international communication, has become an indispensable component of personal academic, professional, and social capabilities. For college students, English proficiency is not only a key factor for academic success but also a crucial source of competitiveness in the future job market. By identifying key psychological factors such as classroom anxiety, learning motivation, and self-efficacy, this study aims to elucidate how these factors influence college students' English achievement, thereby filling the research gap in the current literature and proposing targeted educational strategies to improve students' English learning outcomes.

METHODS

This study adopts Social Cognitive Theory (SCT) and Self-Determination Theory (SDT) as its theoretical framework, constructing a model to explore the relationships among classroom anxiety, learning motivation, self-efficacy, and English achievement. Data were collected from 1000 randomly selected college students using the classroom anxiety scale, English learning motivation Scale, self-efficacy scale, and self-perceived English proficiency scale to analyze the impact of these psychological factors on English achievement.

RESULTS

The results indicate that classroom anxiety significantly negatively affects English achievement (β = -0.296; p < 0.001) and self-efficacy (β = -0.242; p < 0.001), while learning motivation (β = 0.145; p < 0.001) and self-efficacy (β = 0.328; p < 0.001) both significantly positively affect English Achievement. Further analysis reveals that self-efficacy plays a partial mediating role between classroom anxiety and English achievement, as well as between learning motivation and English achievement.

CONCLUSION

Classroom anxiety and learning motivation are important predictors of English achievement, with self-efficacy playing a critical mediating role. This finding highlights the importance of assessing and intervening in these psychological factors to improve English learning outcomes in the Chinese educational context. The results of this study not only provide new insights into the existing literature but also offer practical recommendations for educators and policymakers to better support students in their English learning.