A motivational process model explaining L2 Saudi students’ achievement of English
By Abdullah Alamer, Jihyun Lee. System (Linköping), 2019
89 citations recorded by the source corpus.
Abstract The aim of the present study was to develop a motivational process model illustrating how Saudi students' Basic Psychological Needs (BPN) were linked to their second language (L2) achievement in English. Motivational theories that have been extensively researched in Educational Psychology were employed as possible mediators of the BPN-L2 achievement relationship. Those theories were: Self-determination Theory (SDT), Goal Orientation (GO) and Motivational Emotion (ME). The final model suggested that the temporal order of the mediational mechanism in explaining L2 achievement should be [BPN → GO → ME → SDT], indicating that (a) students' motivation starts with fulfillment of basic psychological needs, which (b) sets the foundation for students' goal setting orientation, which in turn (c) contributes to learners’ emotions in learning. Further, this study support (d) the importance of the theoretical stream of Self-determination Theory, as it was the most directly related to L2 achievement.
Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/8a998856db4ff9a41722324f436858d1cf28462c
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
In Experimental and Cognitive Psychology
In Social Psychology
Citations in the corpus
- Grit and language learning: construct validation of L2-Grit scale and its relation to later vocabulary knowledge (2021, background): “As such, without passion to continue engage and involve in the language materials, little learning will take place (Alamer, in press; Alamer & Lee, 2019; Noels et al., 1999; Woodrow, 2012).”
- 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).”