Comparing intrinsic and extrinsic motivation in bilingual children and their monolingual peers

Greenwald, Declan G.; Shan, Liantao; Boldt, Tori A.; Truong, Brandon B.; Gonzalez, Guido S.; Chen, Carolyn H.; Corpus, Jennifer Henderlong

doi:10.3389/feduc.2022.1022729

Cited by 2 publications

(2 citation statements)

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“…Past Studies on Motivation for Learning Language Greenwald et al (2023) investigated the link between bilingualism and academic motivation.…”

Section: Self-regulated Learnersmentioning

confidence: 99%

Self- regulated Learners: What Drives Them?

Sim¹,

Siok²,

Shuang³

et al. 2023

IJARBSS

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In an online environment, students can learn independently and flexibly. Motivation and emotional control are the critical factors that influence learning. Therefore, applying selfregulation learning strategies may assist students to remain proactive in the online learning environment. Self-regulation is a holistic learning strategy to understand how students regulate their learning from the perspectives of cognitive, metacognitive, behavioural, motivational and emotional or affective. This study aimed to examine how motivation beliefs and self-regulation learning strategies affect learning, and the relationships between motivation beliefs and self-regulation learning strategies. A sample of 155 students obtained by purposive sampling from a university in Malaysia participated in this quantitative study. The study used a questionnaire with five-point Likert scales as the instrument. The results indicated that students sometimes had self-efficacy and very often had the intrinsic value online language learning environment, but they very often had test anxiety. Besides, they very often used cognitive strategies to facilitate their learning, but sometimes applied selfregulation in the online language learning environment There was a significantly strong relationship between motivation beliefs and self-regulation learning. The outcomes of the survey suggest that the instructor might redesign the instruction and assist students in selfregulation learning process.

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“…Past Studies on Motivation for Learning Language Greenwald et al (2023) investigated the link between bilingualism and academic motivation.…”

Section: Self-regulated Learnersmentioning

confidence: 99%

Self- regulated Learners: What Drives Them?

Sim¹,

Siok²,

Shuang³

et al. 2023

IJARBSS

View full text Add to dashboard Cite

show abstract

“…Academic achievement is a complex phenomenon influenced by many factors, including teacher initiative, motivation, learning strategies, and teacher-student relationships. Understanding these factors and their interactions is essential to improve student outcomes and enhance the educational experience (Linnenbrink and Pintrich, 2002;Fomichenko, 2017;Arpentieva et al, 2018;Gasinets et al, 2022;Greenwald et al, 2023). To stimulate students, develop their interest in academic subjects, and increase their level of motivation, additional efforts may be required.…”

Section: Introductionmentioning

confidence: 99%

The role of emotional intelligence on academic motivation of schoolchildren

Taibolatov,

Pfeyfer,

Burdina

et al. 2024

Front. Educ.

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IntroductionThe purpose of this study was to inverstigate the relationship between emotional intelligence and academic motivation among secondary school students in Kazakhstan.MethodsIn total, 682 schoolchildren in grades 6 to 8, corresponding to the 11/12-year Kazakhstani curriculum, were interviewed, and their level of emotional intelligence was analysed using a scale that assessed the level of interpersonal and intrapersonal emotional intelligence, understanding emotions, managing emotions, and general level of emotional intelligence.ResultsThe results showed that emotional intelligence levels varied by class and gender, with males scoring higher on intrapersonal emotional intelligence, emotion management, and general emotional intelligence, while females scored higher on interpersonal emotional intelligence. Levels of academic motivation were also found to vary by grade and gender, with 6th grade students and females having higher levels of motivation. There was a significant positive correlation between emotional intelligence and academic motivation. Moreover, the study described differences in the level of emotional intelligence in the predominance of the academic motivation (intristic or extrinsic), desire to achieve success in school or avoid failure, and in the implementation of motives in the schoolchildren’s behavior.ConclusionThis study indicates the relationship between the level of emotional intelligence and academic motivation of schoolchildren. The results of the study are important for policy makers in the field of school education and planning the academic life of schoolchildren.

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Comparing intrinsic and extrinsic motivation in bilingual children and their monolingual peers

Cited by 2 publications

References 47 publications

Self- regulated Learners: What Drives Them?

Self- regulated Learners: What Drives Them?

The role of emotional intelligence on academic motivation of schoolchildren

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