Izvorni znanstveni članak
English as L2 learning motivation in adolescents: Relating the Self-Determination Theory and L2 Motivational Self-Systems perspective
Nives Vidak
orcid.org/0000-0002-4921-5403
; Pomorski fakultet, Sveučilište u Dubrovniku, Dubrovnik, Hrvatska
*
Daria Rovan
orcid.org/0000-0002-6990-4388
; Učiteljski fakultet, Sveučilište u Zagrebu, Zagreb, Hrvatska
* Dopisni autor.
Sažetak
The aim of this research is to explore the possibility of relating the Self-Determination Theory to the L2 Motivational Self-System perspective in order to better understand the L2 learning motivation in adolescents. Participants were 345 students who completed the Academic Self Regulation Questionnaire and the L2 Motivation Questionnaire. Students were divided into three groups according to their motivational profiles in line with the Self-Determination Theory (»high quality motivation« group, »high-quantity motivation« and »low-quantity motivation« group) and differences among these groups according to all variables included in the L2 Motivational Self System were tested. The students with high-quality motivation showed the highest levels of ideal L2 self, linguistic self-confidence and attitudes toward learning English. At the same time, the students with high-quantity motivation showed the highest levels of ought-to L2 self, parental encouragement/family influence, instrumentality-prevention and English anxiety, which indicates the possibility of negative environmental and emotional pressure. The group with low-quantity motivation showed the lowest levels of all variables.
Ključne riječi
motivation; L2 learning; self-determination; self-concept
Hrčak ID:
331001
URI
Datum izdavanja:
20.5.2025.
Posjeta: 66 *