Do High- and Low-Motivation EFL Learner Groups Have Different Goal Orientations?
2
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
This survey study investigated differences in the goal orientations of EFL learners in Grades 7 and 8. Their schools were situated in a variety of locations in a southern province of South Korea. The six learner groups (N=213) under study were identified as extreme in terms of behavioral engagement in L2 classes and L2 course-related motivational state. An exploratory factor analysis revealed a salient performance-approach but no clear mastery or performance-avoidance goal orientations. Following a multivariate analysis of variance, it was found that high-motivation 7th graders scored higher on the performance-approach goal orientation measure than their low-motivation counterparts, but the pattern was reversed with 8th graders. A possible explanation is that students do not perceive the subtle difference made by researchers between performance-approach goals (predominantly associated with adaptive outcomes) and performance-avoidance goals (often associated with negative motivational outcomes). Contrary to expectations, there were no differences between high- and low-motivation learner groups in milieu goal orientation, work avoidance orientation, or perceptions of mastery or performance goals stressed in their L2 classrooms. Taken together, the results suggest that the current fuzziness of the constructs used in goal orientation theory makes the framework of limited use for future explorations of L2 motivation.
Abstract
This survey study investigated differences in the goal orientations of EFL learners in Grades 7 and 8. Their schools were situated in a variety of locations in a southern province of South Korea. The six learner groups (N=213) under study were identified as extreme in terms of behavioral engagement in L2 classes and L2 course-related motivational state. An exploratory factor analysis revealed a salient performance-approach but no clear mastery or performance-avoidance goal orientations. Following a multivariate analysis of variance, it was found that high-motivation 7th graders scored higher on the performance-approach goal orientation measure than their low-motivation counterparts, but the pattern was reversed with 8th graders. A possible explanation is that students do not perceive the subtle difference made by researchers between performance-approach goals (predominantly associated with adaptive outcomes) and performance-avoidance goals (often associated with negative motivational outcomes). Contrary to expectations, there were no differences between high- and low-motivation learner groups in milieu goal orientation, work avoidance orientation, or perceptions of mastery or performance goals stressed in their L2 classrooms. Taken together, the results suggest that the current fuzziness of the constructs used in goal orientation theory makes the framework of limited use for future explorations of L2 motivation.
참고문헌 (43)
- Ames,C, "Classrooms:Goals,structures,and student motivation", Journal of Educational Psychology, 84(3), pp.261~271 (1992)
- Boekaerts,M, "Goal-directed behavior and contextual factors in the classroom:An innovative approach to the study of multiple goals", Educational Psychologist, 41(1), pp.33~51 (2006)
- Bong,M, "Between-and within-domain relations of academic motivation among middle and high school students:Self-efficacy,task-value,and achievement goals", Journal of Educational Psychology, 93(1), pp.23~34 (2001)
- Bong,M, "Academic motivation in self-efficacy,task value,achievement goal orientations,and attributional beliefs", Journal of Educational Research, 97, pp.287~297 (2004)
- Brophy,J, "Goal theorists should move on from performance-goals", Educational Psychologist, 40(3), pp.167~176 (2005)
- Church,M.A, "Perceptions of classroom environment,achievement goals,and achievement outcomes", Journal of Educational Psychology, 93(1), pp.43~54 (2001)
- Dörnyei,Z, "The psychology of the language learner:Individual differences in second language acquisition" (2005), Lawrence Erlbaum
- Dörnyei,Z, "Motivation,language identity and the self" (2009), Multilingual Matters
- Dweck,C, "A social cognitive approach to motivation and personality", Psychological Review, 95, pp.256~273 (1988)
- Eccles,J.S, "Motivation to succeed.In Handbook of child psychology, Volume 3 (5thed)", pp.1017~1095 (1998), Wiley
- Elliot,A.J, "Achievement goals and the hierarchical model of achievement motivation", Educational Psychology Review, 13(2), pp.139~156 (2001)
- Gardner,R.C, "Social psychology and second language learning:The role of attitudes and motivation" (1985), Edward Arnold
- Grant,H, "Clarifying achievement goals and their impact", Journal of Personality and Social Psychology, 85(3), pp.541~553 (2003)
- Guilloteaux,M.J, "Motivating language learners:A classroom-oriented investigation of teachers’ motivational practices and students’ motivation", 박사, pp.2007
- Guilloteaux,M.J, "Three effective classroom managers:A look inside South Korean EFL classrooms.In Classroom management", pp.99~110 (2008), TESOL
- Guilloteaux,M.J, "Motivating language learners:A classroom-oriented investigation of the effects of motivational strategies on student motivation", TESOL Quarterly, 42(1), pp.55~77 (2008)
- Hair,Jr,J.F, "Multivariate data analysis(5th ed.)" (1998), Prentice Hall
- Hayamizu,T, "Cognitive motivational processes mediated by achievement goal tendencies", Japanese Psychological Research, 31, pp.179~189 (1989)
- Jong-BaiHwang, "L2 Learners’ Anxiety and Motivation in an English-Only Content-Based Class", 영어교육, 57(1), pp.193~211 (2002), 한국영어교육학회
- Jackson,T, "Communal aspects of self-regulation.In Handbook of self-regulation", pp.275~300 (2000), Academic Press
- Järvelä,S, "Motivation in context:Challenges and possibilities in studying the role of motivation in new pedagogical cultures.In Motivation in learning contexts: Theoretical advances and methodological implications", pp.105~127 (2001), Pergamon
- Kim,S.-Y, "Affective experiences of Korean college students in different instructional contexts:Anxiety and motivation in reading and conversation courses", 박사, pp.1998
- Kim,S.-Y, "Contextual factors associated with anxiety and motivation", English Teaching, 55(3), pp.91~110 (2000)
- "2001", 15(3)
- Meece,J.L, "Students’ goal orientations and cognitive engagement in classroom activities", Journal of Educational Psychology, 80(4), pp.514~523 (1988)
- Meece,J.L, "Relations of learner-centered teaching practices to adolescents’ achievement goals", International Journal of Educational Research, 39, pp.457~475 (2003)
- Midgley,C, "Manual for the patterns of adaptive learning survey(PALS)" (1997), University of Michigan
- Nam Jung,Y.S, "Cultural and contextual influences on goal orientations and the relationships among goal orientations,learning strategies,and achievement:A study of Korean high school students learning English", 박사, pp.1996
- Nicholls,J.G, "Assessing students’ theories of success in mathematics:Individual and classroom differences", Journal for Research in Mathematics Education, 21(2), pp.109~122 (1990)
- Pintrich,P.R, "An achievement goal theory perspective on issues in motivational terminology,theory,and research", Contemporary Educational Psychology, 25(1), pp.92~104 (2000)
- Pintrich,P.R, "Motivation in education:Theory,research,and applications(2nd ed.)" (2002), Pearson Education
- Senko,C, "Pursuing their own learning agenda:How mastery-oriented students jeopardize their class performance", Contemporary Educational Psychology, 33(4), pp.561~583 (2008)
- Skaalvik,E.M, "Self-enhancing and self-defeating ego orientation:Relations with task and avoidance orientation,achievement,self-perceptions,and anxiety", Journal of Educational Psychology, 89(1), pp.71~91 (1997)
- Stipek,D, "Motivation to learn:Integrating theory and practice(4th ed.)" (2002), Allyn and Bacon
- Thrash,T,M, "Delimiting and integrating achievement motive and goal constructs.In Trends and prospects in motivation research", pp.3~21 (2001), Kluwer Academic
- Turner,J.C, "Using context to challenge our understanding of motivational theory.In Motivation in learning contexts: Theoretical advances and methodological implications", pp.85~104 (2001), Pergamon
- Turner,J.C, "Studying and understanding the instructional contexts of classrooms:Using our past to forge our future", Educational Psychologist, 35(2), pp.69~85 (2000)
- Turner,J.C, "The classroom environment and students’ report of avoidance strategies in mathematics:A multimethod study", Journal of Educational Psychology, 94(1), pp.88~106 (2002)
- Urdan,T, "The goals behind performance goals", Journal of Educational Psychology, 98(2), pp.354~365 (2006)
- Urdan,T, "Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence", Contemporary Educational Psychology, 28(4), pp.524~551 (2003)
- Urdan,T, "The role of classroom goal structure in students’ use of self-handicapping", American Educational Research Journal, 35, pp.101~122 (1998)
- Wentzel,K.R, "Social-motivational processes and interpersonal relationships:Implications for understanding motivation at school", Journal of Educational Psychology, 91, pp.76~97 (1999)
- Woodrow,L.J, "A model of adaptive language learning", The Modern Language Journal, 90(3), pp.297~319 (2006)