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Motivational Beliefs in Mother Tongue and Foreign Language Learning

Daria ROVAN orcid id ; Filozofski fakultet, Zagreb
Andrea-Beata JELIĆ orcid id ; Sveučilište u Zagrebu, Zagreb

Puni tekst: hrvatski pdf 220 Kb


str. 873-894

preuzimanja: 1.392



The aim of this study was to examine motivational beliefs
related to mother tongue (Croatian) and foreign language
(English, French) learning. The difference between the
students' motivational beliefs in these school subjects and the
correlation between motivational beliefs and students'
achievement in given subjects were investigated. The
participants were 98 high-school students. The instruments
included a questionnaire containing scales measuring self-
-efficacy, perceived value and achievement goals. Students'
grades, as indicators of achievement in school subjects of
interest, were also gathered. The results suggest that
significant differences concerning different school subjects
exist in perceived utility and self-efficacy as well as in
mastery-avoidance goal. The most unfavourable set of
motivational beliefs concerns French, and the most
favourable one is related to English. Patterns of correlation
between motivational beliefs and achievement are very
similar for all examined languages and a key predictor of
achievement is self-efficacy. The results may be useful in
instruction planning which may positively affect learners'
motivation for language learning.

Ključne riječi

motivation; language learning; achievement goals; self-efficacy; perceived value

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Podaci na drugim jezicima: hrvatski njemački

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