References
- Bai, B., and W. J. Guo. 2018. “Influences of Self-Regulated Learning Strategy Use on Self-Efficacy in Primary School Students’ English Writing in Hong Kong.” Reading & Writing Quarterly 34: 523–536. doi: https://doi.org/10.1080/10573569.2018.1499058
- Ball, C., K.-T. Huang, S. R. Cotten, R. V. Rikard, and L. O. Coleman. 2016. “Invaluable Values: An Expectancy-Value Theory Analysis of Youths’ Academic Motivations and Intentions.” Information, Communication & Society 19: 618–638. doi: https://doi.org/10.1080/1369118X.2016.1139616
- Bandura, A. 1997. Self-efficacy: The Exercise of Control. New York: Freeman.
- Bolton, K. 2012. “World Englishes and Asian Englsihes: A Survey of the Field.” In English as an International Language in Asia: Implications for Language Education, edited by A. Kirkpatrick, and R. Sussex, 13–28. New York: Springer.
- Cai, E. Y. L., and A. D. Liem. 2017. “‘Why do I Study and What do I Want to Achieve by Studying?’ Understanding the Reasons and the Aims of Student Engagement.” School Psychology International 38: 131–148. doi: https://doi.org/10.1177/0143034316686399
- Carreira, J. M. 2011. “Relationship Between Motivation for Learning EFL and Intrinsic Motivation for Learning in General among Japanese Elementary School Students.” System 39: 90–102. doi: https://doi.org/10.1016/j.system.2011.01.009
- Chong, W. H. 2007. “The Role of Personal Agency Beliefs in Academic Self-Regulation: An Asian Perspective.” School Psychology International 28: 63–76. doi: https://doi.org/10.1177/0143034307075681
- Dewaele, J.-M., P. D. MacIntyre, C. Boudreau, and L. Dewaele. 2016. “Do Girls Have All the Fun? Anxiety and Enjoyment in the Foreign Language Classroom.” Theory and Practice of Second Language Acquisition 2: 41–63.
- Eccles, J., T. F. Adler, R. Futterman, S. B. Goff, C. M. Kaczala, J. Meece, and C. Midgley. 1983. “Expectancies, Values and Academic Behaviors.” In Achievement and Achievement Motives: Psychological and Sociological Approaches, edited by J. T. Spence, 75–146. San Francisco, CA: W.H. Freeman.
- Eccles, J. S., and A. Wigfield. 2002. “Motivational Beliefs, Values, and Goals.” Annual Review of Psychology 51: 109–132. doi: https://doi.org/10.1146/annurev.psych.53.100901.135153
- Goh, C. C. M., L. J. Zhang, C. H. Ng, and G. H. Koh. 2005. Knowledge, Beliefs and Syllabus Implementation: A Study of English Language Teachers in Singapore. Singapore: Nanyang Technological University.
- Graddol, D. 2006. English Next. London: The British Council.
- Greene, B. A., R. B. Miller, H. M. Crowson, B. L. Duke, and K. L. Akey. 2004. “Predicting High School Students’ Cognitive Engagement and Achievement: Contributions of Classroom Perceptions and Motivation.” Contemporary Educational Psychology 29: 462–482. doi: https://doi.org/10.1016/j.cedpsych.2004.01.006
- Hu, L.-t., and P. M. Bentler. 1999. “Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria Versus new Alternatives.” Structural Equation Modeling: A Multidisciplinary Journal 6: 1–55. doi: https://doi.org/10.1080/10705519909540118
- Ireson, J., and S. Hallam. 2009. “Academic Self-Concepts in Adolescence: Relations with Achievement and Ability Grouping in.” Learning and Instruction 19: 201–213. doi: https://doi.org/10.1016/j.learninstruc.2008.04.001
- Jacobs, J. E., S. Lanza, D. W. Osgood, J. S. Eccles, and A. Wigfield. 2002. “Changes in Children’s Self-Competence and Values: Gender and Domain Differences Across Grades One through Twelve.” Child Development 73: 509–527. doi: https://doi.org/10.1111/1467-8624.00421
- Kim, D. H., C. Wang, H. S. Ahn, and M. Bong. 2015. “English Language Learners’ Self-Efficacy Profiles and Relationship with Self-Regulated Learning Strategies.” Learning and Individual Differences 38: 136–142. doi: https://doi.org/10.1016/j.lindif.2015.01.016
- King, R. B. 2016. “Gender Differences in Motivation, Engagement and Achievement are Related to Students’ Perceptions of Peers-but not of Parent or Teacher-Attitudes Toward School.” Learning and Individual Differences 52: 60–71. doi: https://doi.org/10.1016/j.lindif.2016.10.006
- Kissau, S., L. Kolano, and C. Wang. 2010. “Perceptions of Gender Differences in High School Students’ Motivation to Learn Spanish.” Foreign Language Annals 43: 703–721. doi: https://doi.org/10.1111/j.1944-9720.2010.01110.x
- Komarraju, M., and C. Dial. 2014. “Academic Identity, Self-Efficacy, and Self-Esteem Predict Self-Determined Motivation and Goals.” Learning and Individual Differences 32: 1–8. doi: https://doi.org/10.1016/j.lindif.2014.02.004
- Lau, S., A. D. Liem, and Y. Nie. 2008. “Task- and Self-Related Pathways to Deep Learning: The Mediating Role of Achievement Goals, Classroom Attentiveness, and Group Participation.” British Journal of Educational Psychology 78: 639–662. doi: https://doi.org/10.1348/000709907X270261
- Lau, S., and Y. Nie. 2008. “Interplay Between Personal Goals and Classroom Goal Structures in Predicting Student Outcomes: A Multilevel Analysis of Person-Context Interactions.” Journal of Educational Psychology 100: 15–29. doi: https://doi.org/10.1037/0022-0663.100.1.15
- Lauermann, F., J. S. Eccles, and R. Pekrun. 2017. “Why do Children Worry about their Academic Achievement? An Expectancy-Value Perspective on Elementary Students’ Worries about their Mathematics and Reading Performance.” ZDM 49: 339–354. doi: https://doi.org/10.1007/s11858-017-0832-1
- Li, Y., and R. M. Lerner. 2013. “Interrelations of Behavioral, Emotional, and Cognitive School Engagement in High School Students.” Journal of Youth and Adolescence 42: 20–32. doi: https://doi.org/10.1007/s10964-012-9857-5
- Liem, A. D., S. Lau, and Y. Nie. 2008. “The Role of Self-Efficacy, Task Value, and Achievement Goals in Predicting Learning Strategies, Task Disengagement, Peer Relationship, and Achievement Outcome.” Contemporary Educational Psychology 33: 486–512. doi: https://doi.org/10.1016/j.cedpsych.2007.08.001
- Lueg, K., and R. Lueg. 2015. “Why do Students Choose English as a Medium of Instruction? A Bourdieusian Perspective on the Study Strategies of non-Native English Speakers.” Academy of Management Learning & Education 14: 5–30. doi: https://doi.org/10.5465/amle.2013.0009
- Mazer, J. P. 2017. “Associations among Classroom Emotional Processes, Student Interest, and Engagement: A Convergent Validity Test.” Communication Education 66: 350–360. doi: https://doi.org/10.1080/03634523.2016.1265134
- McDonald, R. P., and M.-H. R. Ho. 2002. “Principles and Practice in Reporting Structural Equation Analyses.” Psychological Methods 7: 64–82. doi: https://doi.org/10.1037/1082-989X.7.1.64
- McIlory, D., K. Poole, O. M. Ursavas, and A. Moriarty. 2015. “Distal and Proximal Associates of Academic Performance at Secondary Level: A Mediation Model of Personality and Self-Efficacy.” Learning and Individual Differences 38: 1–9. doi: https://doi.org/10.1016/j.lindif.2015.01.004
- Midgley, C., M. L. Maehr, L. Hruda, E. M. Anderman, L. Anderman, K. E. Freeman, M. Gheen, et al. 2000. Manual for the Patterns of Adaptive Learning Scales (PALS). Ann Arbor, MI: University of Michigan.
- Nie, Y., S. Lau, and A. K. Liau. 2011. “Role of Academic Self-Efficacy in Moderating the Relation Between Task Importance and Test Anxiety.” Learning and Individual Differences 21: 736–741. doi: https://doi.org/10.1016/j.lindif.2011.09.005
- Oga-Baldwin, W. L. Q., and Y. Nakata. 2017. “Engagement, Gender, and Motivation: A Predictive Model for Japanese Young Language Learners.” System 65: 151–163. doi: https://doi.org/10.1016/j.system.2017.01.011
- Oxford, R. L. 2017. Teaching and Researching Language Learning Strategies: Self-Regulation in Context. 2nd ed. New York: Routledge.
- Pintrich, P. R. 2000. “The Role of Goal Orientation in Self-Regulated Learning.” In Handbook of Self-Regulation, edited by M. Boekaerts, P. R. Pintrich, and M. Zeidner, 451–501. San Diego: Academic Press.
- Pintrich, P. R. 2004. “A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students.” Educational Psychology Review 16: 385–407. doi: https://doi.org/10.1007/s10648-004-0006-x
- Pintrich, P. R., D. A. F. Smith, T. Garcia, and W. J. Mckeachie. 1993. “Reliability and Predictive-Validity of the Motivated Strategies for Learning Questionnaire.” Educational and Psychological Measurement 53: 801–813. doi: https://doi.org/10.1177/0013164493053003024
- Sardegna, V. G., J. Lee, and C. Kusey. 2018. “Self-Efficacy, Attitudes, and Choice of Strategies for English Pronunciation Learning.” Language Learning 68: 83–114. doi: https://doi.org/10.1111/lang.12263
- Schnell, K., T. Ringeisen, D. Raufelder, and S. Rohrmann. 2015. “The Impact of Adolescents’ Self-Efficacy and Self-Regulated Goal Attainment Processes on School Performance: Do Gender and Test Anxiety Matter?” Learning and Individual Differences 38: 90–98. doi: https://doi.org/10.1016/j.lindif.2014.12.008
- Schunk, D. H. 1991. “Self-efficacy and Academic Motivation.” Educational Psychologiest 26: 207–231. doi: https://doi.org/10.1080/00461520.1991.9653133
- Seker, M. 2016. “The Use of Self-Regulation Strategies by Foreign Language Learners and its Role in Language Achievement.” Language Teaching Research 20: 600–618. doi: https://doi.org/10.1177/1362168815578550
- Sha, L, C. Schunn, M. Bathgage, and A. Ben-Eliyahu. 2016. “Families Support their Children’s Success in Science Learning by Influencing Interest and Self-Efficacy.” Journal of Research in Science Teaching 53: 450–472. doi: https://doi.org/10.1002/tea.21251
- Stubbs, N. S., and D.-M. B. Maynard. 2017. “Academic Self-Efficacy, School Engagement, and Family Functioning among Postsecondary Students in the Caribbean.” Journal of Child and Family Studies 26: 792–799. doi: https://doi.org/10.1007/s10826-016-0595-2
- Tan, O. S., E. L. Low, and D. Hung. 2017. “Introduction.” In Lee Kuan Yew’s Educational Legacy: The Challenges of Success, edited by O. S. Tan, E. L. Low, and D. Hung, 1–16. Singapore: Springer.
- Tin, T. B. 2016. Stimulating Student Interest in Language Learning: Theory, Research and Practice. London: Palgrave Macmillan.
- Tsui, A., and J. Tollefson. 2017. “Language Policy and the Construction of National Identity.” In Language Policy, Culture and Identify in Asian Contexts, edited by A. Tsui, and J. Tollefson, 1–24. New York: Routledge.
- Wang, C., and B. Bai. 2017. “Validating the Instruments to Measure ESL/EFL Learners’ Self-Efficacy Beliefs and Self-Regulated Learning Strategies.” TESOL Quarterly 51: 931–947. doi: https://doi.org/10.1002/tesq.355
- Wigfield, A., and J. Cambria. 2010. “Students’ Achievement Values, Goal Orientations, and Interest: Definitions, Development, and Relations to Achievement Outcomes.” Developmental Review 30: 1–35. doi: https://doi.org/10.1016/j.dr.2009.12.001
- Wigfield, A., and J. S. Eccles. 2000. “Expectancy-value Theory of Achievement Motivation.” Contemporary Educational Psychology 25: 68–81. doi: https://doi.org/10.1006/ceps.1999.1015
- Wigfield, A., S. Tonks, and S. L. Klauda. 2009. “Expectancy-Value Theory.” In Educational Psychology Handbook Series. Handbook of Motivation at School, edited by K. R. Wenzel and A. Wigfield, 55–75. Mahwah, NJ: Routledge/Taylor & Francis Group.
- Wong, C. A., and S. J. Rowley. 2001. “The Schooling of Ethnic Minority Children: Commentary.” Educational Psychologist 36: 57–66. doi: https://doi.org/10.1207/S15326985EP3601_6
- Yeo, L. S., and K. Tan. 2012. “Attributional Style and Self-Efficacy in Singaporean Adolescents.” Australian Journal of Guidance and Counselling 22: 82–101. doi: https://doi.org/10.1017/jgc.2012.1
- Yeung, A. S., S. Lau, and Y. Nie. 2011. “Primary and Secondary Students’ Motivation in Learning English: Grade and Gender Differences.” Contemporary Educational Psychology 36: 246–256. doi: https://doi.org/10.1016/j.cedpsych.2011.03.001
- Zimmerman, B. J. 2008. “Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects.” American Educational Research Journal 45: 166–183. doi: https://doi.org/10.3102/0002831207312909