The interaction of motivation, self-regulatory strategies, and autonomous learning behavior in different learner groups
By Judit Kormos, Kata Csizér. 2014
294 citations recorded by the source corpus.
Autonomous learning and effective self-regulatory strategies are becoming increasingly important in foreign language learning as, without these, students might not be able to exploit the learning opportunities outside language classrooms. In our study we investigated the influence of motivational factors and self-regulatory strategies on autonomous learning behavior with the help of structural equation modelling. We developed a new questionnaire for Hungarian learners, which we administered to 638 students in three groups: secondary school students, university students, and adult language learners. Our structural equation models show that strong instrumental goals and international posture, together with positive future self-guides, are prerequisites for the use of effective self-regulatory strategies, which in turn play an important role in influencing students’ autonomous use of traditional and computer-assisted learning resources. The findings reveal no major structural differences between the groups, which suggests that our model is applicable to the most important language learner populations in the context investigated. Efficient management of time and boredom, as well as pro-activity in seeking out learning opportunities, were found to be necessary to promote the autonomous use of traditional learning resources. In contrast, the self-regulatory strategies of satiation- and time-management control were not important determiners of independent use of modern learning technology. The results indicate that in order to exploit the affordances of learning technology, a pro-active approach to locating and using these learning resources is necessary.
Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/a39668fec31c62d98673a1f3d4c3bc466ea21fa5
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In Developmental and Educational Psychology
In Experimental and Cognitive Psychology
In Language and Linguistics
Citations in the corpus
- The Relationship between English Language Learner Characteristics and Online Self-regulation: A Structural Equation Modeling Approach (2020, background): “This cyclic model reveals the correlations between the motivation and self-regulation [58].”
- Self-efficacy, task values and growth mindset: what has the most predictive power for primary school students’ self-regulated learning in English writing and writing competence in an Asian Confucian cultural context? (2020, unknown): “Therefore, to improve writing, it is essential to write extensively outside the classroom in their free time (i.e. self-initiating), rather than only meeting teachers’ requirements for completing writing assignments (Kormos & CsizÉR, 2014).”
- Technology Acceptance, Technological Self-Efficacy, and Attitude Toward Technology-Based Self-Directed Learning: Learning Motivation as a Mediator (2020, methodology): “In this study, the motivation factors described in Guilloteaux and Dörnyei (2008) and Kormos and Csizer (2014) were used, some of which were revised and developed in combination with the actual situation.”
- Examining the relationship between English language learners’ online self-regulation and their self-efficacy (2017, unknown): “…it has been investigated in relation to other variables such as learner beliefs (Bown, 2006; Zheng, Liang, Yang, & Tsai, 2016), English language proficiency (Bai, Hu, & Gu, 2014), motivation (Noels, Pelletier, Clément, & Vallerand, 2000; Ushioda, 2006), and learner autonomy (Kormos & Csizér, 2014).”