The impact of academic self-efficacy on student engagement in the Japanese language learning process

Abstract

As part of the «One Belt, One Road» initiative, the Chinese Ministry of Education has promoted the reform of entrance exams to multilingual universities in foreign languages and promoted the development of multilingual education. As a result, the number of students choosing Japanese as a subject for university entrance exams is increasing year after year, and universities are also opening university Japanese language courses. In this context, the study examined the relationship between academic self-efficacy, motivation to learn, and academic engagement among Japanese language students at universities. The study is based on relevant theories and existing scales. A survey was conducted of students who studied the Japanese Language in Higher Education course at a university in Xinjiang through WJX. A total of 141 valid questionnaires were collected. The results of the study show that the academic self-efficacy of university students in Japan is significantly positively correlated with involvement in Japanese language teaching, and academic self-efficacy can significantly and positively predict involvement in Japanese language teaching. Motivation to learn is also significantly positively correlated with learning engagement. Motivation to learn plays a mediating role in the relationship between academic self-efficacy and learning engagement. The study offers targeted proposals in three areas: schools, teachers and students, including the introduction of multi-level learning, optimization of curriculum parameters and assessment systems, as well as the development of students' independent learning abilities in order to increase the level of involvement in the educational process of Japanese university students and improve the quality of education and teaching.