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

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