Relations between motivation, social and emotional learning (SEL), and English learning achievements in Hong Kong primary schools

Figures & data

Table 1. Descriptive statistics, internal consistencies and correlations.

Variable	1	2	3	4	5	6	7	α	M	SD
1. Growth mindset	-							.79	3.89	0.96
2. Self-efficacy	.69**	-						.91	3.38	1.14
3. Interest	.57**	.76**	-					.92	3.15	1.29
4. Self-awareness	.69**	.65**	.56**	-				.76	3.63	0.82
5. Social awareness	.66**	.54**	.52**	.70**	-			.79	3.61	0.87
6. Self-management	.64**	.77**	.76**	.65**	.56**	-		.92	3.26	1.10
7. Social management	.49**	.52**	.53**	.54**	.58**	.63**	-	.84	2.93	0.93
8. English scores	.31**	.45**	.40**	.29**	.19**	.43**	.18**	-	18.81	9.67

Note. **p <.01.

Figure 1. A mediation model of motivational beliefs, social and emotional learning (SEL) competence and English learning achievement.

Notes. All path coefficients are standardised. Only significant relations are shown. Solid lines indicate positive paths, while dash lines indicate negative paths.