Students' self-determined and integrative orientations and teachers' motivational support in a Japanese as a foreign language context

By Maya Sugita McEown, Kimberly A. Noels, Kristie Saumure. 2014

125 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory, Social Psychology

View Paper: https://www.semanticscholar.org/paper/df9d684b604c8180f468c13f572362dde554faaf

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Citations in the corpus

Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes. (2017, background): “Consistent with research showing that more internally regulated students may have a more positive picture of teachers’ support (Cohen & Katz, 2015; McEown et al., 2014), more autonomously motivated students were more likely to feel their needs were being met in class, while lower quality motives…”
BASIC PSYCHOLOGICAL NEEDS, MOTIVATIONAL ORIENTATIONS, EFFORT, AND VOCABULARY KNOWLEDGE (2021, background): “…the associations between autonomous motivation and different learning outcomes (Ryan & Deci, 2020), such as with regard to intention to persist (McEown et al., 2014; Noels, 2001; Noels et al., 1999), engagement in the language process (Noels et al., 2019; Spratt et al., 2002; Woodrow, 2012),…”
Examining EFL vocabulary learning motivation in a demotivating learning environment (2017, background): “Both intrinsic motivation and identified regulationwere associated with less anxiety (Noels et al., 1999, 2000), greater motivational intensity (Noels et al., 1999), and a stronger intention to persist (McEown et al., 2014; Noels et al., 1999, 2000).”
The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements (2020, background): “In a survey with 128 Canadian learners of Japanese, McEown, Noels, and Saumure (2014) found that the students’ intrinsic value was a significant predictor of learning engagement (e.g. efforts and intentions to continue studying the foreign language) and academic outcomes.”
A motivational process model explaining L2 Saudi students’ achievement of English (2019, unknown): “In L2 motivation research literature, the link between BPN and GO has not been demonstrated, while the association between autonomy and intrinsic motivation has been shown in many empirical studies (McEown et al., 2014; Noels, 2001; Reeve, Ryan, Deci, & Jang, 2008).”