The Relationship Between Learning Motivation and English Achievement Among Undergraduate Non-English Majors in China: The Mediating Role of Self-Efficacy and Learning Strategies

English learning plays a critical role in the academic development and career preparation of undergraduate non-English majors in China. However, English achievement is often shaped by a range of psychological factors. While prior studies have separately examined the effects of learning motivation, self-efficacy, and learning strategies on academic performance, few have systematically explored how these variables interact to influence English achievement. This study investigated the relationships among learning motivation, self-efficacy, and learning strategies, as well as their mediating effects on English achievement among undergraduate non-English majors in Chinese universities. We collected 432 valid questionnaires and conducted structural equation modeling (SEM) to analyze the data. Results showed that learning motivation, self-efficacy, and learning strategies all positively predicted English achievement. Both self-efficacy and learning strategies served as mediators in the relationship between learning motivation and English achievement. Moreover, a chain mediation pathway from learning motivation to self-efficacy to learning strategies further enhanced the indirect effect of motivation on achievement. These findings suggest that, for undergraduate non-English majors, fostering learning motivation, strengthening self-efficacy, and adopting effective learning strategies may collectively support better outcomes in English learning.