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Title: Structural Equation Modeling Analysis of the Relationship between Motivation for English Learning and Changes in Self-Identity: A Longitudinal Study of Five Universities
Abstract:
This paper aims to investigate the relationship between motivation for English learning and changes in self-identity among university students. A longitudinal study was conducted at five universities using structural equation modeling (SEM) analysis. The study analyzed data from surveys administered to the same group of students over a three-year period. The findings revealed significant relationships between motivation for English learning and changes in self-identity, highlighting the importance of motivation in the process of language acquisition and personal development. The implications of these findings for English education and student support services are discussed.
Introduction:
English has become a global language, and proficiency in English has become increasingly important for academic, professional, and personal reasons. Therefore, understanding the factors that affect English language learning, such as motivation and self-identity, is crucial in improving language learning outcomes. This study aims to explore the relationship between motivation for English learning and changes in self-identity among university students.
Literature Review:
Previous research has shown that motivation plays a crucial role in language learning. Motivated learners tend to engage in more active learning behaviors and persist in their learning efforts. Various motivational theories, such as the Self-Determination Theory and the Expectancy-Value Theory, provide insights into the different types and sources of motivation. Additionally, self-identity has been recognized as a key factor in language learning, as individuals construct their identities through language use and social interactions.
Methodology:
This longitudinal study was conducted at five universities, involving a large sample size of students. Surveys were administered to the same group of students during their first, second, and third years of university. The surveys measured participants' motivation for English learning, including intrinsic and extrinsic motivation, self-efficacy, and goal orientation. Participants also completed measures of self-identity, including self-concept, self-esteem, and self-perception. Structural equation modeling (SEM) analysis was used to examine the relationships between motivation and self-identity.
Results:
The results of the SEM analysis revealed significant relationships between motivation for English learning and changes in self-identity. Specifically, intrinsic motivation was positively associated with positive changes in self-concept, self-esteem, and self-perception. In contrast, extrinsic motivation showed a weaker relationship with changes in self-identity. Additionally, self-efficacy and goal orientation were found to mediate the relationship between motivation and self-identity.
Discussion:
The findings of this study support the importance of motivation for English learning in shaping individuals' self-identity. Intrinsic motivation, which is driven by internal factors and personal interest, appears to have a more positive impact on self-identity than extrinsic motivation, which is driven by external factors such as rewards or social pressure. The mediating role of self-efficacy and goal orientation suggests that individuals' beliefs and attitudes towards language learning play a crucial role in the relationship between motivation and self-identity.
Implications:
The findings of this study have important implications for English education and student support services. Educational institutions should aim to foster intrinsic motivation by providing engaging and meaningful language learning experiences. Emphasizing students' self-efficacy beliefs and goal orientation can also enhance motivation and promote positive changes in self-identity. Moreover, institutions should consider providing support services that address students' psychological needs and help them develop a positive sense of self in relation to language learning.
Conclusion:
This study demonstrates the significant relationship between motivation for English learning and changes in self-identity among university students. The findings highlight the importance of intrinsic motivation, self-efficacy, and goal orientation in promoting positive language learning outcomes and personal development. Future research could explore additional factors influencing motivation and self-identity and conduct interventions to enhance motivation for English learning among university students.
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