Key Motivational Constructs in the Socio-Educational Model, Self-Determination Theory, and the L2 Motivational Self System: Their Relationships with Affective, Behavioral, and Linguistic Outcomes
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초록
This study attempted to investigate the relationship among the key constructs in three major L2 motivation theories and explore how the constructs differ in predicting their explanatory power for affective (English anxiety and linguistic self-confidence), behavioral (alertness, participation, and volunteering), and linguistic (speaking performance) outcomes. A total of 73 Korean EFL undergraduates responded to a questionnaire measuring the motivational constructs and affective variables. They also completed a behavioral grid assessing their classroom learning behavior and conducted a speaking performance. A correlation analysis found significant positive relationships not only between the ideal L2 self, and integrativeness, instrumentality-promotion, intrinsic, identified, and introjected regulation, but also between the ought-to L2 self, and instrumentality-prevention, introjected, and external regulation. Regression analyses revealed that the affective outcomes were predicted by intrinsic and extrinsic motivation in the self-determination theory and the ideal L2 self in the L2 motivational self system. The behavioral outcomes were best explained by external regulation and the ideal L2 self. The linguistic outcome was predicted by only the ideal L2 self. These results indicated that the integration of the key motivational constructs from the different theories can better show different motivational effects on learning-related outcomes.
Abstract
This study attempted to investigate the relationship among the key constructs in three major L2 motivation theories and explore how the constructs differ in predicting their explanatory power for affective (English anxiety and linguistic self-confidence), behavioral (alertness, participation, and volunteering), and linguistic (speaking performance) outcomes. A total of 73 Korean EFL undergraduates responded to a questionnaire measuring the motivational constructs and affective variables. They also completed a behavioral grid assessing their classroom learning behavior and conducted a speaking performance. A correlation analysis found significant positive relationships not only between the ideal L2 self, and integrativeness, instrumentality-promotion, intrinsic, identified, and introjected regulation, but also between the ought-to L2 self, and instrumentality-prevention, introjected, and external regulation. Regression analyses revealed that the affective outcomes were predicted by intrinsic and extrinsic motivation in the self-determination theory and the ideal L2 self in the L2 motivational self system. The behavioral outcomes were best explained by external regulation and the ideal L2 self. The linguistic outcome was predicted by only the ideal L2 self. These results indicated that the integration of the key motivational constructs from the different theories can better show different motivational effects on learning-related outcomes.
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