Title: A multiple indicators multiple causes model of engagement in English language learning and self-directed behaviours

Authors: Ernest Afari; Myint Swe Khine

Addresses: Bahrain Teachers College, University of Bahrain, Zallaq, Kingdom of Bahrain ' School of Education, Curtin University, Bentley, WA 6120, Perth, Australia

Abstract: The present study sought to examine the effect of gender on student engagement in English language learning and self-regulation in a tertiary institution. Three hundred and eighty-nine first-year students from a Gulf state responded to the engagement in English language learning and self-regulation (EELLS) survey developed by Zubaidi et al. (2016). Multiple indicators multiple causes (MIMIC) approach was used to investigate the effect of gender on the structure of a four-factor model of EELLS survey consisting of learning goal orientation (LGO), task value (TV), self-efficacy (SE), and self-regulation (SR). The results indicated statistically significant differences in gender in LGO, TV, SE, and SR.

Keywords: multiple indicators multiple causes; MIMIC; confirmatory factor analysis; CFA; covariates; self-regulation; task-value; self-efficacy; learning goal.

DOI: 10.1504/IJQRE.2025.145750

International Journal of Quantitative Research in Education, 2025 Vol.6 No.1, pp.1 - 17

Received: 19 Dec 2021
Accepted: 19 Sep 2022
Published online: 23 Apr 2025 *

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