Yihun Getachew Mulualem, Yalew Endawoke Mulu, Tilahun Gidey Gebremeskal,

Effects of English learning beliefs on English achievement: academic emotions as

mediators,
Heliyon,
Volume 8, Issue 7,
2022,
e09829,
ISSN 2405-8440,
https://doi.org/10.1016/j.heliyon.2022.e09829.
(https://www.sciencedirect.com/science/article/pii/S2405844022011173)
Abstract: This study aimed to investigate the effects of English learning beliefs
(ELBs) on English achievement via academic emotions (AEs). The study also examined
gender and domain differences in ELBs and AEs. English learning beliefs involved in
this study included beliefs about authority, difficulty, risk-taking, and the
nature of English language learning. Among academic emotions, this study used only
embarrassment, anxiety, and enjoyment. Undergraduate students (N = 440) were
selected using the multistage sampling technique. The study used an English
achievement test and closed-ended questionnaires to collect data. The study
employed exploratory factor analysis (EFA) to factorize the dimensions of English
learning beliefs and academic emotions. The present researchers employed structural
equation modeling to determine the direct and indirect effects of English learning
beliefs on English test scores; an independent samples t-test to explain gender
differences (m = 315, f = 125); and multivariate analysis of variance (MANOVA) to
assess group differences (social science = 154, natural science = 194, and
technology group = 92) in dimensions of ELBs and AEs. The findings indicated that
English learning beliefs had both direct and indirect effects on English
achievement via embarrassment, anxiety, and enjoyment. Further, significant gender
differences took place in authority belief, risk-taking belief, difficulty belief,
embarrassment, and anxiety, but no gender difference took place in enjoyment.
Further, MANOVA results showed significant domain differences in all English
learning beliefs, embarrassment, and anxiety that favored the technology group.
Finally, the article provides details of the analysis results, interpretations,
discussions, and implications of the study.
Keywords: English learning beliefs; Academic emotions; Gender difference; Domain
difference