NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1455271
Record Type: Journal
Publication Date: 2025-Dec
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1381-2890
EISSN: EISSN-1573-1928
Hong Kong Students' Motivational Beliefs and Emotions in Collaborative Learning in ESL Classrooms: Influences of Actual and Self-Perceived English Proficiency
Barry Bai; Xuan Zang; Wenjuan Guo
Social Psychology of Education: An International Journal, v28 n1 Article 14 2025
Although the benefits of collaborative learning across disciplines are well-established, its effectiveness hinges on the quality of execution. Motivational beliefs and emotions are crucial in students' engagement and achievement. Yet, a notable gap exists in examining these variables among students with varying proficiency levels in the context of collaborative learning. To address the gap, the present study investigated 289 fourth- and fifth-grade Hong Kong primary students' motivational beliefs and emotions in ESL collaborative learning and explored the variation across students' actual and self-perceived English proficiency. The findings revealed an overall high level of motivational beliefs alongside a medium level of anxiety. Structural equation modelling analyses indicated that self-perceived proficiency positively influenced students' motivational beliefs, whereas actual proficiency did not make a unique contribution. Both self-perceived and actual proficiency, as well as their interaction, reduced anxiety. Actual proficiency had a stronger negative impact on anxiety when self-perceived proficiency was high, and the influence of self-perceived proficiency was significant only when actual proficiency was high. Practical implications are discussed.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A