Relationship between self-construal and demotivation to learn English – Mediating role of disengagement

Motivation for learning a second language is largely influenced by a sense of self and learning engagement, with students feeling more motivated when they feel confident in their learning aptitude. The present study attempted to determine the role of self-construal in students’ demotivation for learning of English language. This study also aimed to check the role of students’ disengagement in learning of English language. For empirical investigation, the present study collected data from 324 students of various Chinese universities through a structured questionnaire method using a random sampling technique. The partial least square structural equation modeling (PLS-SEM) was used for empirical analyses of the present study using the Smart-PLS software. The results confirmed that self-construal positively impacted disengagement. It is also verified by findings that disengagement positively correlated with demotivation to learn English. The outcomes further authenticated that self-construal positively impacted demotivation to learn English. Finally, the results confirmed that disengagement mediated the relationship between self-construal and demotivation. This study assists the literature by providing empirical evidence on the relationships between self-construal, disengagement, and demotivation to learn English. In addition to this, this study assists educational institutions by offering guidance for students’ self-construal and learning engagement for a second language. Moreover, the study’s findings underscore the value of student self-construal and learning engagement by highlighting the significance of these dimensions for academic institutions.