Motivational orienations and psychological needs in EFL learning among elementary school students in Japan

By J. Carreira. 2012

101 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/206a2f46849807ad8afcd7b05af26763cc133881

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes. (2017, methodology): “The quality of students’ motivation was measured at two time points with a twelve-item Japanese version of the self-regulation questionnaire (SRQ-A; Carreira, 2012; Ryan & Connell, 1989; Yamauchi & Tanaka, 1998).”
English language education among young learners in East Asia: A review of current research (2004–2014) (2015, background): “Carreira (2012a) found that the three psychological needs (i.e., autonomy, competence, and relatedness) were more strongly associated with intrinsic motivation than extrinsic motivations, also as predicted by SDT. Finally, Carreira (2012b) investigated how instrumental motivation (considered a type ”
THE DEVELOPMENT OF SELF-DETERMINATION ACROSS THE LANGUAGE COURSE (2019, background): “Across studies from diverse sociocultural contexts, higher perceptions of autonomy, competence, and relatedness have been associated with more self-determined motivational orientations, including identified, integrated, and intrinsic motivations (Carreira, 2012; Chaffee et al., 2014; Noels, 2001a, 2”
Parental factors in children’s motivation for learning English: a case in China (2015, methodology): “In constructing the items, we consulted a number of previous studies, including Butler and Lee (2006), Carreira (2006, 2012), Cheung and Pomerantz (2012), and Wu (2003).3 The items were pilot tested with elementary school students in two other sites in China.”
Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings (2017, background): “We, thus, expect the more self-determined types of motivation to be influenced by satisfaction of basic psychological needs in classroom settings as these position learners to engage in more autonomously motivated pursuits (e.g., Carreira, 2012; Jang, Reeve, Ryan, & Kim, 2009).”
Students' self-determined and integrative orientations and teachers' motivational support in a Japanese as a foreign language context (2014, unknown): “…and motivational intensity (Noels, 2001a; Noels, Cl ement, & Pelletier, 1999; Ramage, 1990), perceptions of autonomy, competence and relatedness (Carreira, 2012; Hiromori, 2003), task engagement and task performance quality (Ma, 2009), engagement in writing, listening, and speaking activities…”