Motivational model of English learning among elementary school students in Japan  

Oleh:

Carreira, Junko Matsuzaki ; Ozaki, Koken ; Maeda, Tadahiko

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: SYSTEM: An International Journal of Educational Technology and Applied Linguistics (Full Text) vol. 41 no. 3 (2013), page 706-719.
Topik: Motivation; Elementary school students; Self-determination theory; Autonomy; Competence; Relatedness; Age differences
Fulltext: System_41_3_2013_Carreira.pdf (333.32KB)

Isi artikel

Assessing the motivational responses of 239 elementary school students among 271 students (141 boys, 130 girls) comprising 63 third (8e9 years old), 62 fourth (9e10 years old), 75 fifth (10e11 years old), and 71 sixth (11e12 years old) grade students in one public elementary school in Tokyo, Japan, this study examined a motivational model of English learning, based on selfdetermination theory (SDT). This study also explored how developmental differences would appear in the motivational model. Results support the notion that perceived teachers’ autonomy support positively predicts intrinsic motivation through students’ perceptions of autonomy, competence, and relatedness, although some evidence exists for partial mediation. Regarding age differences, the path from students’ perceptions of competence to intrinsic motivation showed higher coefficients for students of higher grades than for students of middle grades; the path from perceived teachers’ autonomy support to intrinsic motivation showed higher coefficients for students of middle grades than for students of higher grades.

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