Need-supportive teaching is associated with reading achievement via intrinsic motivation across eight cultures

Haw, Joseph Y.; King, Ronnel B.

doi:10.1016/j.lindif.2022.102161

Cited by 20 publications

(19 citation statements)

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“…Learners generally feel anxious at the initial stage of online courses in the actual investigation processes, which affects English learning motivation and reduces learners' self-regulation ability (Belmar et al, 2019;Haw & King, 2022;Sun & Rueda, 2012;Widodo, 2018).…”

Section: The Relationship Between Motivation and Self-regulation In T...mentioning

confidence: 99%

“…When learners strive for their learning goals or want to understand and integrate into the target language culture, they will have a higher level of personal motivation that increases their learning achievement (Belmar et al, 2019; Widodo, 2018). Learners' English learning achievement is highly correlated with their motivation level (Haw & King, 2022). Learners with strong motivation can fully exploit resources provided by schools and teachers, can actively participate in English learning activities and are highly satisfied with English courses in the long term (Fujita‐Starck, 1994; Lepper & Cordova, 1992).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Learners' learning satisfaction and sense of preparation are associated with anxiety in online learning (Abdous, 2019; Bawa, 2016). Learners generally feel anxious at the initial stage of online courses in the actual investigation processes, which affects English learning motivation and reduces learners' self‐regulation ability (Belmar et al, 2019; Haw & King, 2022; Sun & Rueda, 2012; Widodo, 2018). Compared with learners who have sufficient online learning experience, those who lack online learning experience have higher learning motivation and better grades (Wang et al, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

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Computer‐assisted English learning: Uncovering the relationship between motivation and self‐regulation

Wang

Zhu

Zhang

2023

Computer Assisted Learning

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BackgroundSince the outbreak of COVID‐19, universities in Hong Kong have implemented online and hybrid teaching modes, making computer‐assisted language learning (CALL) a primary way for English learning. Research on English learning motivation and self‐regulation has seldom considered learners' emotions (satisfaction and preparedness) and the synchronic online courses in a CALL context.ObjectivesThis study analyses the relationship between Hong Kong university students' motivation and self‐regulation by considering their emotions in computer‐assisted synchronic online English courses.Methods311 Hong Kong university students were invited to complete two questionnaires that investigated students' motivation and self‐regulation in computer‐assisted online English courses. SPSS 26 was employed for exploratory factor analysis (EFA) to extract factors and exclude unsuitable items, and confirmatory factor analysis (CFA) was performed to verify the results of EFA. One‐way ANOVA was conducted to detect the impact of personal emotion on motivation and self‐regulation. AMOS 26 was adopted to construct a structural equation model (SEM) to explore the relationship between motivation and self‐regulation in the CALL context.Results and ConclusionsThe results show that satisfaction and preparedness positively correlate with online English learning motivation and self‐regulation. Instrumentality‐attitude significantly predicts all factors of self‐regulation via SEM and goal setting significantly predicts all factors of motivation. With feasible English learning goals, Hong Kong university students are more proactive in learning English online where they actively interact with teachers and peers.ImplicationsBased on the L2 self‐system (Dörnyei, The psychology of the language learner: Individual differences in second language acquisition, 2005) and self‐determination theory (Barnard et al., Internet and Higher Education, 2009, 12, 1–6), this study clarifies the relationship between motivation and self‐regulation in the CALL context, expanding the application scope of the two theories. COVID‐19 has changed the teaching mode greatly, calling for a revolution in language education and learning. This study provides significant pedagogical implications that benefit both learners and teachers in CALL post‐COVID‐19.

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Section: The Relationship Between Motivation and Self-regulation In T...mentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Computer‐assisted English learning: Uncovering the relationship between motivation and self‐regulation

Wang

Zhu

Zhang

2023

Computer Assisted Learning

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“…Meanwhile, motivational factors could interact with cognitive, behavioral, and environmental factors to influence self‐regulated learning (King, 2022; Schunk, 2005). For example, existing studies have documented that students' intrinsic and extrinsic goal orientation are closely associated with self‐regulated learning strategies (Cai et al, 2022; Haw & King, 2022; Wolters et al, 1996). Evidence from Western cultures indicated that intrinsic goal orientation generally facilitates the use of sophisticated strategies, while extrinsic goal orientation makes students feel controlled and hinders self‐regulated learning (e.g., Pintrich & de Groot, 1990; Walker et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

Motivated Strategies for Learning Questionnaire (MSLQ): Adaptation, validation, and development of a short form in the Chinese context for mathematics

Wang

Jiang²,

King

et al. 2022

Psychology in the Schools

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“…Nevertheless, all the studies have predominantly focused on Chinese Han; the universally favorable role of TAS in youth from different ethnic groups has not yet been confirmed. This burgeoning area of research therefore still warrants further empirical investigation using ethnically diverse populations ( Amir and McAuliffe, 2020 ; Nalipay et al, 2020 ; Haw and King, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

Teacher autonomy support and externalizing problems: Variations based on growth mindset toward personality and ethnicity

Chun-hua

Lan

2022

Front. Psychol.

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IntroductionGiven the prevalence of externalizing problems during adolescence, the present study investigated the main and interactive relationships between environmental-level (teacher autonomy support) and person-level (growth mindset toward personality) factors related to externalizing problems. This study further estimated ethnic variations of these relationships among the majority Han and one ethnic minority group (Hui) in China.MethodsTo achieve the research objectives, the study involved 704 Han (Mage = 12.57; 53.7% female) and 642 Hui adolescents (Mage = 12.45; 49.4% female) who completed a suite of research questionnaires.ResultsThe results of the hierarchical linear regression analysis, after controlling for sociodemographic characteristics and comorbid internalizing problems, showed that teacher autonomy support was directly and negatively related to externalizing problems. This negative relationship was also moderated by growth mindset toward personality and ethnicity. More specifically, a high growth mindset buffered the undesirable effect of low teacher autonomy support on externalizing problems for Hui adolescents but not Han adolescents.DiscussionThe finding from the current research suggests that teacher autonomy support plays a universally beneficial role in youth mental health across two selected ethnic groups. At the same time, identifying the protective role of growth mindset has important practical implications for the design of personalized school-based activities that aim to facilitate adaptive youth behaviors.

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Need-supportive teaching is associated with reading achievement via intrinsic motivation across eight cultures

Cited by 20 publications

References 105 publications

Computer‐assisted English learning: Uncovering the relationship between motivation and self‐regulation

Computer‐assisted English learning: Uncovering the relationship between motivation and self‐regulation

Motivated Strategies for Learning Questionnaire (MSLQ): Adaptation, validation, and development of a short form in the Chinese context for mathematics

Teacher autonomy support and externalizing problems: Variations based on growth mindset toward personality and ethnicity

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