Effect of Learner Factors on Chinese Undergraduates’ Translation Learning Performance: A Moderated Mediation Model

Abstract

The study aims to explore the interrelationships between translation learning belief, learning strategy use, learning engagement, anxiety, and their effects on learning performance at the higher education level in China. We administered a questionnaire to 339 undergraduates (148 males and 191 females). Results showed that: (a) female students had more positive learning beliefs, and higher engagement, as well as higher translation test scores than their male peers; (b) students at high English level possessed higher translating test and self-rating scores but less anxiety than those students at a low level; (c) translation learning belief, strategy use, and learning engagement positively predicted learning performance while anxiety negatively predicted translation learning performance; (d) strategy use had a partial mediating effect on the relationship between learning belief and learning engagement; and (e) strategy use and learning engagement played a complete mediating role in the relationship between learning belief and performance. Educators should be aware of the interrelationship between these learner variables and the significant mediating role of learning strategy and engagement.