The effect of intrinsic value, self-management learning, and mobile-assisted language learning on Chinese students' learning adaptability: A distal mediation model

Abstract

The study aims to explore the interrelationships between intrinsic value as a kind of motivational belief, self-management learning, mobile-assisted language learning, and students' adaptability to the learning environment at the higher education level in China. We administered a questionnaire to 415 undergraduates (211 males and 204 females). SPSS 26 and AMOS 24 were utilized to assess the data. Results showed that: (a) a significantly positive relationship exists between intrinsic value, self-management learning, mobile-assisted language learning, and learning adaptability; (b) intrinsic value had both direct and indirect effects on learning adaptability with self-management learning and mobile-assisted language learning partially mediate the positive relationship; (c) intrinsic value, self-management learning, mobile-assisted language learning, and learning adaptability had gender, grade, or discipline differences although all the effect sizes are small. Female university students have higher intrinsic value and perform better than male students in self-management learning, mobile-assisted language learning, and learning adaptability; freshmen perform better than sophomores in self-management learning, mobile-assisted language learning, and learning adaptability; students of liberal arts possess higher intrinsic value than science and engineering students. Implications for EFL teachers and researchers are discussed.

Keywords: Adaptability; Intrinsic value; Mediation; Mobile-assisted language learning; Self-management learning.