Motivational Strength of the Revised Ought-to L2 Self in Predicting Self-Regulatory Focus, Achievement Goals, and Actual Classroom Learning Behavior
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초록
Although the L2 motivational self system has greatly contributed to broadening our understanding of L2 motivation, doubts about the construct validity of ought-to L2 self, one of the major motivators in this system, have been raised due to its inconsistent motivational strength. In order to resolve this problem, Teimouri (2017) proposed new distinctions (own vs. others) of ought-to L2 self. The current study attempted to investigate if the new distinctions can be identified as major motivational factors in Korean EFL undergraduates and what different motivational strength they have in predicting self-regulatory focus, achievement goals, and actual classroom learning behavior when compared with the original ought-to L2 self construct. A total of 290 undergraduates participated in the study and responded to a questionnaire measuring their ought self-guides (ought-to L2 self/own, ought-to L2 self/others, and original ought-to L2 self), self-regulatory focus, achievement goals, and actual learning behavior in the classroom. Regression analyses revealed that ought-to L2 self/own significantly predicted all the components of both self-regulatory focus and achievement goals and participation in actual learning behavior. In contrast, ought-to L2 self/others significantly predicted only prevention-focus and performance-approach/avoidance goals, with no effect on actual behavioral efforts. These findings are discussed in terms of motivational dispositions of ought self-guides and own/others standpoints.
Abstract
Although the L2 motivational self system has greatly contributed to broadening our understanding of L2 motivation, doubts about the construct validity of ought-to L2 self, one of the major motivators in this system, have been raised due to its inconsistent motivational strength. In order to resolve this problem, Teimouri (2017) proposed new distinctions (own vs. others) of ought-to L2 self. The current study attempted to investigate if the new distinctions can be identified as major motivational factors in Korean EFL undergraduates and what different motivational strength they have in predicting self-regulatory focus, achievement goals, and actual classroom learning behavior when compared with the original ought-to L2 self construct. A total of 290 undergraduates participated in the study and responded to a questionnaire measuring their ought self-guides (ought-to L2 self/own, ought-to L2 self/others, and original ought-to L2 self), self-regulatory focus, achievement goals, and actual learning behavior in the classroom. Regression analyses revealed that ought-to L2 self/own significantly predicted all the components of both self-regulatory focus and achievement goals and participation in actual learning behavior. In contrast, ought-to L2 self/others significantly predicted only prevention-focus and performance-approach/avoidance goals, with no effect on actual behavioral efforts. These findings are discussed in terms of motivational dispositions of ought self-guides and own/others standpoints.
참고문헌 (37)
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