Evidence map›Paper›PMID 42756314›Full record

ArticleFrontiers in psychology2026

The relationship between secondary school students' English learning beliefs and English autonomous learning ability: a moderated mediation model.

Bin Ying, Xiao Yu, Mingchen Wei, Yanling Liu, Xu Wang, Yibo Geng, Shuai Chen

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Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
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1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

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Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors.

Bin Ying *High School Affiliated to Southwest University, Chongqing, China.
Xiao Yu *Yuwang School, Bengbu, Anhui, China.
Mingchen WeiFaculty of Education, East China Normal University, Shanghai, China.
Yanling LiuSouthwest University Faculty of Psychology, Chongqing, China.
Xu WangSouthwest University Faculty of Psychology, Chongqing, China.
Yibo GengSouthwest University Faculty of Psychology, Chongqing, China.
Shuai ChenSouth China Normal University School of Psychology, Guangzhou, China.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Introduction: This cross-sectional study examined the relationships among English learning beliefs (ELBs), English learning self-efficacy (ELSE), English classroom enjoyment (ECE), and English autonomous learning ability (EALA) among secondary school students. Methods: A convenience sample of 1,939 secondary school students was recruited from 11 provincial-level regions in China. Mediation and moderated mediation analyses were conducted using Hayes' PROCESS macro (Models 4 and 8) with 5,000 bootstrap samples, controlling for age, school stage, family residence, only-child status, and monthly family income. Results: After controlling for covariates, ELBs were positively associated with EALA ( Discussion: These findings highlight the relevance of learning beliefs, self-efficacy, and classroom enjoyment to secondary school students' autonomous English learning.

Indexed as

English autonomous learning abilityEnglish classroom enjoymentEnglish learning beliefsEnglish learning self-efficacysecondary school students

Identifiers

PMID42756314
PMCPMC13582535

What OpenQuestion holds

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.