베트남인 학부생의 자기결정성 동기 분석 - 전공 진입 후 학습자를 중심으로
Self-determination motivation of Vietnamese international learner: an analysis after the selection of the major.
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The goal of this study is to analyze the correlation among six types of self-determination motivation, overall self-determination motivation and academic achievement in 21 Vietnamese undergraduate learners. Firstly, results show that the highest average for the sub-components of self-determination motivation was identified regulation (m=4.750), followed by integrated regulation (m=4.512), internal regulation(m=4.131), and external regulation (m=3.458). Secondly, analysis of the correlation among the sub-components of self-determination motivation revealed a positive correlation for all of them, with the exception of a negative correlation between a motivation and identified regulation. Thirdly, the analysis of the correlation between overall self-determination motivation and achievement, and between the sub-components of self-determination motivation and achievement did not show any statistically meaningful result. However, there was a negative meaningful correlation between a motivation and achievement(-0.618) and a positive correlation between identified regulation and achievement(0.574). Considering that the highest type of motivation correlating with achievement was a motivation, results of this study show the importance of fostering at least external motivation in Vietnamese learners. The contribution of this study lies in being the first attempt to investigate self-determination motivation in Vietnamese learners.(
Abstract
The goal of this study is to analyze the correlation among six types of self-determination motivation, overall self-determination motivation and academic achievement in 21 Vietnamese undergraduate learners. Firstly, results show that the highest average for the sub-components of self-determination motivation was identified regulation (m=4.750), followed by integrated regulation (m=4.512), internal regulation(m=4.131), and external regulation (m=3.458). Secondly, analysis of the correlation among the sub-components of self-determination motivation revealed a positive correlation for all of them, with the exception of a negative correlation between a motivation and identified regulation. Thirdly, the analysis of the correlation between overall self-determination motivation and achievement, and between the sub-components of self-determination motivation and achievement did not show any statistically meaningful result. However, there was a negative meaningful correlation between a motivation and achievement(-0.618) and a positive correlation between identified regulation and achievement(0.574). Considering that the highest type of motivation correlating with achievement was a motivation, results of this study show the importance of fostering at least external motivation in Vietnamese learners. The contribution of this study lies in being the first attempt to investigate self-determination motivation in Vietnamese learners.(
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