Exploring the Relationship between Value Belief, Behavioral Engagement, and Academic Achievement in the Chinese EFL Learning Context

Abstract

Previous research has established a positive link between behavioral engagement and academic achievement. However, the mediating role of behavioral engagement between value belief and academic achievement, particularly in the context of English as a Foreign Language (EFL), has received limited attention. This study examined this mediation using Structural Equation Modeling (SEM) with a sample of 657 secondary EFL students. Results revealed that value beliefs positively influenced behavioral engagement, which in turn enhanced academic achievement. The indirect path from value beliefs to academic achievement through behavioral engagement was statistically significant, indicating partial mediation, alongside a direct effect of value beliefs on academic achievement. Descriptive statistics showed high mean scores for both value beliefs and behavioral engagement, reflecting strong perceptions of the importance of language learning and active class participation. No significant differences in value beliefs were found among participants. Possible explanations behind the observed results, as well as implications, limitations, and proposed directions for future studies are discussed.