THE DEVELOPMENT OF SELF-DETERMINATION ACROSS THE LANGUAGE COURSE

By Kimberly A. Noels, Dayuma I. Vargas Lascano, Kristie Saumure. Studies in Second Language Acquisition, 2019

121 citations recorded by the source corpus.

Abstract Research suggests that students put more effort into language learning when they feel that it is a voluntary and self-relevant activity or they enjoy the process of mastering that language (i.e., they have a more self-determined orientation). This orientation is fostered when learners feel autonomous, competent, and related to others in their learning environment. We followed 162 university students of French across one semester to examine these causal claims longitudinally. Latent growth curve modeling showed that feelings of autonomy, competence, and relatedness and self-determined motivation increased across the semester while engagement declined. Parallel processes growth curve modeling showed that declines in engagement across the semester were attenuated to the extent that self-determined motivation increased. Auto-regressive cross-lagged analysis showed that, contrary to expectation, more engagement as the semester started predicted greater self-determination mid-semester (instead of vice versa), but these relations became reciprocal from mid-semester on. These findings are consistent with a dynamic model of motivation that emphasizes the reciprocal interplay between motivational constructs over the duration of a language course. The implications of these findings for motivation theory and instructional practices are discussed.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8ea20b4156613360ddd0deeca637d9939a4b8de2

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Citations in the corpus

Self-Determination and Classroom Engagement of EFL Learners: A Mixed-Methods Study of the Self-System Model of Motivational Development (2019, background): “Although limited, research shows that this holds true in the foreign/second language learning (LL) domain (Dincer & Yesilyurt, 2017; Noels et al., 2016; Noels et al., 2019; Oga-Baldwin & Nakata, 2017).”
Teachers’ accounts of learners’ engagement and disaffection in the language classroom (2020, methodology): “Noels et al. (2018) used Gardner’s (2010) motivational intensity scale to test how engagement linked to psychological needs and orientations and how it fluctuated over a semester of study.”
The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements (2020, background): “This finding underscores the importance of the learner’s positive intrinsic motivation (Noels et al., 2019).”
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).”