The Relationship between Chinese First-Generation College Students’ Motivation for Learning English and Their English Academic Achievement: A Moderated Mediation Model

Self-Determination Theory proposed that motivation refers to one’s motives to perform an action, including both autonomous motivation and controlled motivation. Based on SDT, this study aimed at examining Chinese first-generation college students’ motivation for learning English as a second language and its impacts on English academic achievement. We further looked at the potential mediating role of learning engagement between the relationship of first-generation college students’ motivation for learning and their English academic performance. Parental autonomy support was viewed as a moderator among the relationships of motivation, learning engagement, and academic achievement. Results of the current study showed that students’ learning engagement partially mediated the relationship between autonomous motivation for learning English and their English academic achievement, and fully mediated the relationship between controlled motivation for learning English and English academic achievement. Potential moderating effects of perceived parental autonomy support was not identified in the current study.