Evaluation of Academic Self-Concept to Predict EFL Achievement: The Mediating Role of Behavioural Engagement

Abstract

Academic self-concept is an essential psychological factor affecting students’ school outcomes. However, few studies have examined the mediating role of behavioural engagement between academic self-concept and achievement. This study explored whether academic self-concept could affect academic achievement directly or indirectly via behavioural engagement. Five hundred and one Chinese English-as-a-foreign-language (EFL) learners from one middle school were recruited to complete the questionnaire. Results of structural equation modelling (SEM) and mediation analysis demonstrated that foreign language self-concept (FLSC) was positively correlated with foreign language achievement (FLA). Besides, it was also found that foreign language behavioural engagement (FLBE) partially mediated the relationship between FLSC and FLA. Therefore, improving EFL learners’ self-concept is an important measure to increase their engagement in English learning, which in turn would improve their FLA. These findings have significant implications for EFL teaching and learning that emphasize the EFL learners’ self-concept. Also, the limitations and directions for future studies are discussed.