Autonomy and motivation: which comes first?

By M. Spratt, G. Humphreys, Victoria Chan. 2002

345 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/226e019b62d130b6d924bec468dfeddb6e3e571a

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Citations in the corpus

Why autonomy? Insights from motivation theory and research (2011, background): “This has led some researchers to argue that motivation ‘comes first’ or is a prerequisite for autonomy (see, for example, Spratt, Humphreys, and Chan 2002 ).”
The Use of Motivational Strategies in Language Instruction: The Case of EFL Teaching in Taiwan (2007, background): “In their investigation of students’ readiness for autonomy in Hong Kong, Spratt et al .”
Relationships among Motivation Orientations, Metacognitive Awareness and Proficiency in L2 Listening. (2005, background): “…to a deference to authority found among some cultural groups who may not prefer autonomy-supportive environments early in the learning process.7 Spratt, Humphreys, and Chan (2002) explore these same questions, concluding that the relationship between motivation and autonomy could also be…”
BASIC PSYCHOLOGICAL NEEDS, MOTIVATIONAL ORIENTATIONS, EFFORT, AND VOCABULARY KNOWLEDGE (2021, background): “…substantial agreement with the SDT argument that satisfyingBPN can promotemore self-determined forms ofmotivation, which, in turn, leads to optimal and desirable learning outcomes (Alamer & Lee, 2019; Alrabai, 2017; McEown et al., 2014; Noels et al., 2019; Ryan & Deci, 2017; Spratt et al., 2002).”
Developing collaborative autonomous learning abilities in computer mediated language learning: attention to meaning among students in wiki space (2010, neutral): “Researchers have associated autonomy with motivation (Spratt, Humphreys, & Chan, 2002 ); self-direction (Benson, 2001 ); individual differences (Dornyei & Skehan, 2003); and learner setting (Benson, 2001 ).”
Students' self-determined and integrative orientations and teachers' motivational support in a Japanese as a foreign language context (2014, neutral): “…2012; Hiromori, 2003), task engagement and task performance quality (Ma, 2009), engagement in writing, listening, and speaking activities (Spratt et al., 2002; Tanaka, 2009), engagement in the target language community (Comanaru & Noels, 2009), frequent use of the language and higher…”
Student-initiated attention to form in wiki-based collaborative writing (2009, background): “Spratt, Humphreys, and Chan (2002) suggest that motivation may be a precursor to autonomy.”
'It Depends on the Students Themselves': Independent Language Learning at an Indonesian State School (2004, background): “Self-determination theory has only recently been applied to language learning (Green, 1999; Noels, 2001; Spratt et al., 2002), but its applicability in non-Western contexts, where the views of respected seniors might be more highly valued, has also recently been questioned (Iyengar & Lepper, 1999).”
Learning Autonomously: Contextualising Out-of-class English Language Learning (2004, background): “Spratt et al. (2002) also looked at the frequency of tertiary students’ engagement with specific activities outside the classroom.”
The effect of keeping vocabulary notebooks on vocabulary acquisition (2009, result): “This relationship between autonomy and motivation is also suggested by Spratt et al. (2002), in contrast to the reverse relationship (autonomy promotes motivation) proposed by many researchers (Oxford and Shearin, 1994; Dörnyei and Csizér, 1998; Cheng and Dörnyei, 2007).”
Self-regulated out-of-class language learning with technology (2011, background): “…factors, various idiosyncratic factors such as learners’ views of the language and their personal identity, their language proﬁciency levels, and their L2 motivation are also associated with their out-of-class activities (Chusanachoti, 2009; Hyland, 2004; Pearson, 2004; Spratt et al., 2002).”