Basic Psychological Needs Satisfaction, Goal Orientation, Willingness to Communicate, Self-efficacy, and Learning Strategy Use as Predictors of Second Language Achievement: A Structural Equation Modeling Approach

Karbakhsh, Rahime; Safa, Mohammad Ahmadi

doi:10.1007/s10936-020-09714-7

Cited by 25 publications

(21 citation statements)

References 57 publications

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“…Though SDT has been eclipsed, numerically, by other theories in the intervening years (Boo et al, 2015), its impact has remained strong-perhaps due to its theoretical and empirical consistency. That is, SDT research in the interim has indicated its robust applicability in multiple language learning contexts, including elementary school (Carreira, 2012), secondary school (Fryer & Oga-Baldwin, 2019), university (Joe et al, 2017), online learning (K. C. Chen & Jang, 2010), and independent language learning (Mynard & Shelton-Strong, 2022), with studies representing each of these contexts in multiple cultural settings, including China (C. Chen et al, 2021), Iran (Karbakhsh & Safa, 2020), Malaysia (Khong & Kabilan, 2020) and Saudi Arabia (Alamer & Lee, 2021), in addition to the more commonly represented samples found in the United States (Davis, 2020), the UK (Parrish, 2020), Belgium (Rogiers et al, 2020), and Canada (Noels et al, 2019).…”

Section: Self-determination Mini-theories In Second Language Learning...mentioning

confidence: 99%

Self-determination mini-theories in second language learning: A systematic review of three decades of research

Al‐Hoorie

Oga-Baldwin

Hiver

et al. 2022

Language Teaching Research

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Self-determination theory is one of the most established motivational theories both within second language learning and beyond. This theory has generated several mini-theories, namely: organismic integration theory, cognitive evaluation theory, basic psychological needs theory, goal contents theory, causality orientations theory, and relationships motivation theory. After providing an up-to-date account of these mini-theories, we present the results of a systematic review of empirical second language research into self-determination theory over a 30-year period ( k = 111). Our analysis of studies in this report pool showed that some mini-theories were well-represented while others were underrepresented or absent from the literature. We also examined this report pool to note trends in research design, operationalization, measurement, and application of self-determination theory constructs. Based on our results, we highlight directions for future research in relation to theory and practice.

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Section: Self-determination Mini-theories In Second Language Learning...mentioning

confidence: 99%

Self-determination mini-theories in second language learning: A systematic review of three decades of research

Al‐Hoorie

Oga-Baldwin

Hiver

et al. 2022

Language Teaching Research

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“…The satisfaction of these three basic psychological needs at the same time increases their motivation toward learning and their sense of well-being (Poulou, 2020), resulting in their high level of satisfaction with online learning. (3) The satisfaction of basic psychological needs is an important factor influencing teachers' mental engagement (Karbakhsh and Safa, 2020). Teachers' mental engagement significantly influences their behavioral intention, especially when the teacher has a sense of well-being and satisfaction.…”

Section: Discussionmentioning

confidence: 99%

“…The overall correlation estimates are displayed on each path. These standardized estimates explain the predictive power of variables: The closer to 1.0, the greater the predictive power and the higher the correlation (Karbakhsh and Safa, 2020). The results show that learning environment as defined in this study can influence learner need satisfaction in significant ways (H1, β = 0.96, p < 0.01), need satisfaction of the art teachers significantly predicted mental engagement (H2, β = 0.95, p < 0.01), and mental engagement significantly predicted final behavioral intention (H3, β = 0.94, p < 0.01).…”

Section: Structural Modelmentioning

confidence: 99%

Art Teachers' Attitudes Toward Online Learning: An Empirical Study Using Self Determination Theory

Wang

Cui

et al. 2021

Front. Psychol.

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The pandemic in 2020 made online learning the widely used modality of teaching in several countries and it has also entered the spotlight of educational research. However, online learning has always been a challenge for disciplines (engineering, biology, and art) that require hands-on practice. For art teaching or training, online learning has many advantages and disadvantages. How art teachers embrace and adapt their teaching for online delivery remains an unanswered question. This research examines 892 art teachers' attitudes toward online learning, using learning environment, need satisfaction, mental engagement, and behavior as predictors. Structural equation modeling was used to explore the relationship between these four dimensions during these teachers' participation in an online learning program. The results reveal significant correlations between the learning environment, need satisfaction, mental engagement, and behavior. Moreover, this study reveals the group characteristics of art teachers, which can actually be supported by online learning programs. These findings provide insights into how art teachers view and use online learning, and thus can shed lights on their professional development.

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“…As is found by Reeve (2013) , teaching context could predict self-processes (i.e., need satisfaction), which in turn predicts engagement, ultimately exerting influence on academic achievement. In L2 research, abundant evidence also indicated that teachers provide more effective support to students to satisfy their learning needs (e.g., autonomy, competence, and relatedness), and students are more likely to engage themselves in their language learning activities actively, thus contributing to higher L2 achievement ( Oga-Baldwin et al, 2017 ; Dincer et al, 2019 ; Noels et al, 2019 ; Karbakhsh and Ahmadi Safa, 2020 ; Hiver et al, 2021 ). Based on these articulations, we proposed that in the L2 English speaking classroom, students who positively perceived the learning support from their teachers may feel more satisfied psychologically, in turn, engaged more in the speaking classroom, and finally achieve higher L2 speaking proficiency (see Figure 1 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the effect of teacher autonomy support on Chinese EFL undergraduates’ academic English speaking performance through the mediation of basic psychological needs and classroom engagement

Wang,

Luo,

Liao

et al. 2024

Front. Psychol.

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IntroductionThe capacity to speak English for academic purposes is a pivotal facet of language education and assessment. Despite the substantial research approving the significant role of teachers in L2 learning, it remains unclear how exactly teachers’ support for students’ learning autonomy influences EFL learners’ academic English speaking performance.MethodsTo address this primary concern, this study drew ground from the Self-System Model of Motivational Development (SSMMD) and adopted a mixed-method approach to examine teacher autonomy support’s direct and indirect effects on Chinese EFL undergraduates’ academic English speaking performance through the mediation of basic psychological needs and classroom engagement. 247 first-year university students participating in academic English speaking courses were recruited in this study.Results and discussionThe quantitative results of the questionnaire indicated that students’ perceived teacher support for autonomy directly predicted English speaking performance, and it also indirectly influenced students’ speaking performance via the mediation of classroom engagement and basic psychological needs. Students’ responses in the semi-structured interview further verified the positive effect of teacher autonomy support on academic English speaking development in the classroom. Pedagogical implications were also discussed based on the findings.

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Basic Psychological Needs Satisfaction, Goal Orientation, Willingness to Communicate, Self-efficacy, and Learning Strategy Use as Predictors of Second Language Achievement: A Structural Equation Modeling Approach

Cited by 25 publications

References 57 publications

Self-determination mini-theories in second language learning: A systematic review of three decades of research

Self-determination mini-theories in second language learning: A systematic review of three decades of research

Art Teachers' Attitudes Toward Online Learning: An Empirical Study Using Self Determination Theory

Exploring the effect of teacher autonomy support on Chinese EFL undergraduates’ academic English speaking performance through the mediation of basic psychological needs and classroom engagement

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