Engagement, gender, and motivation: A predictive model for Japanese young language learners

By W. Oga-Baldwin, Yoshiyuki Nakata. 2017

230 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f659510acc7b3f69767f808d3574c7288962da5c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Richard M. Ryan
2. P. Parker
3. W. Oga-Baldwin
4. Yoshiyuki Nakata
5. A. Dincer
6. Dayuma I. Vargas Lascano
7. Kimberly A. Noels
8. Savaş Yeşilyurt

In Experimental and Cognitive Psychology

1. P. Parker
2. W. Oga-Baldwin
3. Richard M. Ryan
4. Kimberly A. Noels
5. Dayuma I. Vargas Lascano
6. Yoshiyuki Nakata
7. A. Dincer
8. Savaş Yeşilyurt

In Social Psychology

1. W. Oga-Baldwin
2. P. Parker
3. Dayuma I. Vargas Lascano
4. Kimberly A. Noels
5. Yoshiyuki Nakata
6. Richard M. Ryan
7. A. Dincer
8. Savaş Yeşilyurt

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).”
• Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes. (2017, methodology): “We expected that self-reported engagement would positively predict outcome autonomous motivation, and negatively predict more external regulations (Carreira et al., 2013; Oga-Baldwin & Nakata, 2017; Reeve, 2012).”