Motivational beliefs as predictors of academic achievement of translation students: a situated expectancy-value theory perspective

ABSTRACT

Despite a growing consensus on the function of motivation in translation and its learning, it is unclear whether different motivational beliefs can invariably predict translation learning outcomes. Informed by the expectancy-value theory of motivation, this paper considers to what extent a set of motivational beliefs (i.e. expectancy for success, intrinsic value, extrinsic value, and emotional cost) can predict students’ translation learning achievement and self-perceived translation proficiency. The data for the present study include the achievement data of 279 undergraduate students and their responses to a questionnaire. Results from partial least squares structural equation modelling showed that the participants’ expectancy for success directly predicted their achievement and self-perceived translation proficiency, whereas their intrinsic value, extrinsic value, and emotional cost only indirectly affected these two outcome variables. These results provide evidence of the relative importance of motivational beliefs in predicting translation learning outcomes. This study contributes new insights into the psychological aspect of translation learning and has implications for translation teaching.

KEYWORDS:

• Motivational beliefs
• academic achievement
• self-perceived translation proficiency
• situated expectancy-value theory

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This study was supported by Guangdong Provincial Social Science Fund (grant number #GD24WZXY02-04), Center for Translation studies (grant number #CTSZB201901), and Guangdong University of Foreign Studies (grant number #21QN26).