The role of Academic Boredom in Affecting Chinese Secondary School Students EFL Proficiency: A Mediation analysis of Organizational Strategies

Abstract

Drawing upon the control-value theory (CVT), various subject domains have explored the relationship and mediating mechanism between academic boredom and academic achievement. However, few studies have explored the potential mediating effect of cognitive strategies in the association between academic boredom and achievement, especially in the English as a foreign language (EFL) learning context. A sample of 524 Chinese secondary EFL learners from one middle school using convenience sampling participated in the study. Results of structural equation modeling (SEM) analyses and mediation analysis indicated that organizational strategies partially mediated the link between foreign language boredom (FLB) and foreign language proficiency (FLP). This research further revealed the mediating mechanism between FLB and FLP. Implications, shortcomings, and directions for future research are discussed.