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The association between socioeconomic status and Chinese secondary students’ English achievement: mediation of self-efficacy and moderation of gender

  • Lihong Ma ORCID logo , Yuhong Jiao , Leifeng Xiao and Jian Liu EMAIL logo
Published/Copyright: December 8, 2023
International Review of Applied Linguistics in Language Teaching
From the journal International Review of Applied Linguistics in Language Teaching Volume 63 Issue 2

Abstract

This research explored the mediation of self-efficacy and moderation of gender between socioeconomic status (SES) and foreign language (FL) achievement. A total of 8,906 Chinese secondary students (50.7 % males) completed socioeconomic status (SES) questionnaire, English self-efficacy scale, English achievement test, and demographic questionnaire. Multilevel regression model showed that SES was positively associated with English achievement both at student and school levels. The multilevel mediation model demonstrated that English self-efficacy partially mediated the link between SES and English achievement only at student level, and the mediation effect accounted for 30 % of the total effect. Moreover, the link between SES and English achievement was moderately influenced by gender. Specifically, boys’ English achievement was more significantly impacted by SES compared to that of girls. These findings underscore a gender disparity in the impact of SES on FL achievement, advocating for targeted interventions specifically aimed at students from low-SES backgrounds, particularly males.

Keywords: self-efficacy; socioeconomic status; social cognitive theory; sociocultural self model; resource dilution model
Corresponding author: Jian Liu, Beijing Normal University, Haidian, 100875 Beijing, China, E-mail:

Funding source: National Research for Educational Examination in China

Award Identifier / Grant number: GJK2021011

Appendix 1: PPS sampling results.

School Class Gender
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 Boy Girl
1 20.4 % 17.5 % 21.8 % 15.6 % 14.2 % 10.4 % 52.1 % 47.9 %
2 12.7 % 11.9 % 13.2 % 13.8 % 12.1 % 12.7 % 12.1 % 11.4 % 49.2 % 50.8 %
3 9.7 % 9.7 % 10.2 % 9.9 % 8.8 % 9.4 % 10.5 % 10.5 % 11.1 % 10.2 % 52.8 % 47.2 %
4 13.3 % 13.0 % 13.3 % 15.8 % 15.5 % 13.6 % 15.5 % 43.9 % 56.1 %
5 26.6 % 28.8 % 23.7 % 20.9 % 48.2 % 51.8 %
6 10.5 % 11.2 % 9.7 % 9.7 % 9.9 % 9.0 % 8.5 % 9.5 % 11.0 % 11.0 % 55.0 % 45.0 %
7 6.9 % 7.1 % 8.8 % 8.9 % 8.9 % 9.1 % 8.9 % 7.1 % 8.2 % 8.9 % 8.9 % 8.2 % 49.7 % 50.3 %
8 4.5 % 3.8 % 4.0 % 4.3 % 3.5 % 4.1 % 4.5 % 4.5 % 3.6 % 3.8 % 4.2 % 4.6 % 4.5 % 4.9 % 5.0 % 4.3 % 5.0 % 4.9 % 5.1 % 4.8 % 4.3 % 4.5 % 3.5 % 52.5 % 47.5 %
9 4.3 % 4.6 % 4.1 % 4.6 % 4.8 % 4.4 % 4.6 % 4.4 % 4.6 % 3.8 % 4.6 % 4.0 % 4.2 % 4.5 % 4.3 % 4.3 % 4.3 % 4.7 % 4.2 % 4.4 % 4.2 % 4.4 % 3.8 % 49.9 % 50.1 %
10 17.9 % 18.9 % 19.3 % 18.6 % 12.5 % 12.9 % 57.9 % 42.1 %
11 9.9 % 9.8 % 10.5 % 9.6 % 9.6 % 9.6 % 10.5 % 10.1 % 10.3 % 10.1 % 49.6 % 50.4 %
12 6.9 % 6.7 % 6.7 % 6.6 % 7.8 % 7.6 % 7.8 % 7.4 % 6.6 % 6.7 % 7.2 % 7.4 % 7.2 % 7.4 % 52.6 % 47.4 %
13 12.1 % 13.1 % 12.7 % 12.3 % 13.6 % 11.9 % 11.3 % 12.9 % 49.7 % 50.3 %
14 49.2 % 50.8 % 50.8 % 49.2 %
15 33.7 % 33.7 % 32.6 % 47.4 % 52.6 %
16 28.1 % 28.9 % 22.3 % 20.7 % 52.1 % 47.9 %
17 12.0 % 11.7 % 13.2 % 13.5 % 12.6 % 12.0 % 13.5 % 11.7 % 49.4 % 50.6 %
18 12.7 % 13.0 % 13.8 % 12.3 % 13.6 % 12.3 % 11.0 % 11.3 % 48.8 % 51.2 %
19 16.5 % 17.4 % 15.9 % 15.9 % 17.9 % 16.5 % 45.6 % 54.4 %
20 50.9 % 49.1 % 53.7 % 46.3 %
21 16.5 % 15.4 % 17.6 % 16.5 % 17.0 % 17.0 % 50.0 % 50.0 %
22 12.3 % 13.2 % 12.0 % 12.9 % 13.2 % 11.4 % 11.7 % 13.2 % 51.7 % 48.3 %

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Received: 2023-05-31
Accepted: 2023-11-27
Published Online: 2023-12-08
Published in Print: 2025-06-26

© 2023 Walter de Gruyter GmbH, Berlin/Boston

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  21. The combined effects of task repetition and post-task teacher-corrected transcribing on complexity, accuracy and fluency of L2 oral performance
  22. Teacher behaviour and student engagement with L2 writing feedback: a case study
  23. The effect of an intervention focused on academic language on CAF measures in the multilingual writing of secondary students
  24. Which approach best promoted low-proficiency learners’ listening performance: metacognitive, bottom-up or a combination of both?
  25. Enhancing young EFL learners’ written skills: the role of repeated pre-task planning
  26. The mediating roles of resilience and motivation in the relationship between students’ English learning burnout and engagement: a conservation-of-resources perspective
  27. Student and teacher beliefs about oral corrective feedback in junior secondary English classrooms
  28. The effects of context, story-type, and language proficiency on EFL word learning and retention from reading
https://doi.org/10.1515/iral-2023-0112
Keywords for this article
self-efficacy; socioeconomic status; social cognitive theory; sociocultural self model; resource dilution model

Articles in the same Issue

  1. Frontmatter
  2. Research Articles
  3. Unpacking the positioning of being “disengaged” and “disrespectful” in class through nexus analysis: an international student’s navigation of institutional and interactional university norms
  4. Assessing English language learners’ collocation knowledge: a systematic review of receptive and productive measurements
  5. The role of awareness in implicit and explicit knowledge
  6. Intensity of CLIL exposure and L2 motivation in primary school: evidence from Spanish EFL learners in non-CLIL, low-CLIL and high-CLIL programmes
  7. Promoting young EFL learners’ oral production through storytelling: coursebook adaptation in the Vietnamese classroom
  8. Applying embodied meaning of spatial prepositions and the Principled Polysemy model to teaching English as a second language: the case of to and on
  9. The impact of guessing and retrieval strategies for learning phrasal verbs
  10. Unraveling the differential effects of task rehearsal and task repetition on L2 task performance: the mediating role of task modality
  11. Examining L2 studentsʼ development of global cohesion and its relationship with their argumentative essay quality
  12. The construct of integrated group discussion (IGD) among undergraduate students: to what extent does group discussion performance reflect performance on IGD tasks?
  13. Discipline-specific attitudinal differences of EMI students towards translanguaging
  14. Relationship between second language vocabulary knowledge and vocabulary learning strategy use: a meta-analysis of correlational studies
  15. Evaluative language in undergraduate academic writing: expressions of attitude as sources of text effectiveness in English as a Foreign Language
  16. Investigating optimal spacing schedules for incidental acquisition of L2 collocations
  17. The association between socioeconomic status and Chinese secondary students’ English achievement: mediation of self-efficacy and moderation of gender
  18. Integrated instruction of Appraisal Theory and rhetorical moves in literature reviews: an exploratory study
  19. Scaffolding in genre-based L2 writing classes: Vietnamese EFL teachers’ beliefs and practices
  20. Exploring the professional role identities of English for academic purposes practitioners: a qualitative study
  21. The combined effects of task repetition and post-task teacher-corrected transcribing on complexity, accuracy and fluency of L2 oral performance
  22. Teacher behaviour and student engagement with L2 writing feedback: a case study
  23. The effect of an intervention focused on academic language on CAF measures in the multilingual writing of secondary students
  24. Which approach best promoted low-proficiency learners’ listening performance: metacognitive, bottom-up or a combination of both?
  25. Enhancing young EFL learners’ written skills: the role of repeated pre-task planning
  26. The mediating roles of resilience and motivation in the relationship between students’ English learning burnout and engagement: a conservation-of-resources perspective
  27. Student and teacher beliefs about oral corrective feedback in junior secondary English classrooms
  28. The effects of context, story-type, and language proficiency on EFL word learning and retention from reading
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