Systems of Goals, Attitudes, and Self-related Beliefs in Second-Language-Learning Motivation

• Judit Kormos ^[1] ; Thom Kiddle ^[1] ; Kata Csizér ^[1]
  1. [1] Lancaster University

     Lancaster University

     Lancaster, Reino Unido

     
• Localización: Applied linguistics, ISSN 0142-6001, Vol. 32, Nº 5, 2011, págs. 495-516
• Idioma: inglés
• DOI: 10.1093/applin/amr019
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 11 Citas
• Resumen

  • In the present study, we surveyed the English language-learning motivations of 518 secondary school students, university students, and young adult learners in the capital of Chile, Santiago. We applied multi-group structural-equation modeling to analyze how language-learning goals, attitudes, self-related beliefs, and parental encouragement interact in shaping motivated behavior and to investigate age- and group-related differences in the internal structure of language-learning motivation. We compared our findings with previous studies using similar instruments in different settings, and based on our findings, we proposed a new interactive model of language-learning motivation, which consists of goal systems, attitudes, self-efficacy beliefs, and future self-guides.