The effect of subject-specific interests for English class and self-efficacy on learning flow

Abstract

This paper tried to investigate the relationship between motivational factors for study and learning flow in case of foreign language learning. In this context, a research model was proposed with learning flow as a dependent variable and subject-specific interests, self-efficacy as independent variables. Also parental involvement and teacher leadership were included as moderating variables for analysis. Data were collected from middle school students in Gyeongnam province. The research result shows that subject-specific interests and self-efficacy have a positive influence on learning flow. However, parental involvement did not have an influence on the relationship between subject-specific interests and learning flow as well as their relationship between self-efficacy and learning flow. The hypothesis regarding the moderating role of teacher leadership was partially accepted. It turned out that teacher leadership did have an influence on the relationship between self-efficacy and learning flow, however, no moderating effect on the relationship between subject-specific interest and learning flow.