L2 motivation, anxiety and self-efficacy: The interrelationship of individual variables in the secondary school context

By Katalin Piniel, Kata Csizér. 2013

147 citations recorded by the source corpus.

Our study describes the relationship of second language learning motivation, self-efficacy, and anxiety; that is, how motivation, cognition, and affect might interact during the process of second language learning. Questionnaire data were collected from 236 Hungarian students studying at various secondary schools. Structural equation modeling was used to investigate the proposed circular relationship of students’ motivated learning behavior, language learning experience, self-efficacy beliefs, and both debilitating and facilitating anxiety. Our results indicate that: (a) the process of motivation is complex and influenced by other individual difference (ID) variables, and (b) the investigation of ID variables in constellations rather than in isolation seems to be more fruitful in understanding language learner differences.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/2c5651dbe3ec629bc2aad0c6fe4eebfd2a4e9ab0

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Citations in the corpus

The Impact of Writing Anxiety, Writing Achievement Motivation, and Writing Self-Efficacy on Writing Performance: A Correlational Study of Iraqi Tertiary EFL Learners (2019, background): “In particular, anxiety has been found to have an adverse effect on the writing outcome of L1 learners (Csizér & Piniel, 2013; Daly & Miller, 1975; Leki, 1990).”
Investigating individual trajectories in experiencing boredom in the language classroom: The case of 11 Polish students of English (2020, background): “…research and broaden the scope of empirical investigations into individual differences (IDs) in L2 pedagogy (Kruk & Zawodniak, 2018; Pawlak, 2017; Piniel & Csizér, 2013), the article reports a study which explored the individual trajectories in experiencing boredom manifested by 11 Polish…”
Self-efficacy, Reflection, and Burnout among Iranian EFL Teachers: The Mediating Role of Emotion Regulation (2021, background): “Due to its significance for both students’ performance (Piniel & Csizér, 2013) and teachers’ own work satisfaction and performance (Fathi & Savadi Rostami, 2018), self-efficacy concept has been researched extensively during the last 40 years (Zee & Koomen, 2016).”
Sustainable Curriculum Planning for Artificial Intelligence Education: A Self-Determination Theory Perspective (2020, background): “When students perceive the AI learning as rewarding and hold a positive attitude toward AI technologies, the facilitating effect occurs; otherwise, the debilitating effect occurs [18].”