File Download
  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Schools can improve motivational quality: Profile transitions across early foreign language learning experiences

TitleSchools can improve motivational quality: Profile transitions across early foreign language learning experiences
Authors
Issue Date2018
PublisherSpringer New York LLC. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0146-7239
Citation
Motivation and Emotion, 2018, v. 42 n. 4, p. 527-545 How to Cite?
AbstractElementary school is as much about developing attitudes as competence. With this fact in mind, the Japanese national government established a plan to enhance elementary school students’ motivation for learning English. The success of this program has, however, not been empirically tested. This study aimed to assess the longitudinal, discrete development of Japanese elementary school students’ motivation for learning English as a foreign language. A cohort of 513 Japanese elementary students participated in the study across two years of school. Students responded to surveys regarding the quality of their motivation at three time points, and their engagement at two time points. Latent Profile Analysis followed by Latent Profile Transition Analysis was used to assess the sample for latent subgroups. With subgroups established at three time points, a Mover-Stayer model was tested to estimate the movement of students among the subgroups across three time points and two years of elementary school education. Three theoretically consistent latent subgroups were observed at each of the time points. Based on theory and past empirical research, the subgroups (presented from least to most adaptive) were labeled: Poor Quality, High Quantity, and Good Quality. Across the three measurements, an overall shift of students to higher quantity and quality motivational subgroups was observed. This study provides evidence that the low-stakes, high-interest approach currently undertaken may have the desired effect of improving students’ motivation to learn across two years of schooling. Implications for both practice and national policy are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/251842
ISSN
2017 Impact Factor: 1.837
2015 SCImago Journal Rankings: 1.186
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorOga-Baldwin, WLQ-
dc.contributor.authorFryer, LK-
dc.date.accessioned2018-03-19T07:02:06Z-
dc.date.available2018-03-19T07:02:06Z-
dc.date.issued2018-
dc.identifier.citationMotivation and Emotion, 2018, v. 42 n. 4, p. 527-545-
dc.identifier.issn0146-7239-
dc.identifier.urihttp://hdl.handle.net/10722/251842-
dc.description.abstractElementary school is as much about developing attitudes as competence. With this fact in mind, the Japanese national government established a plan to enhance elementary school students’ motivation for learning English. The success of this program has, however, not been empirically tested. This study aimed to assess the longitudinal, discrete development of Japanese elementary school students’ motivation for learning English as a foreign language. A cohort of 513 Japanese elementary students participated in the study across two years of school. Students responded to surveys regarding the quality of their motivation at three time points, and their engagement at two time points. Latent Profile Analysis followed by Latent Profile Transition Analysis was used to assess the sample for latent subgroups. With subgroups established at three time points, a Mover-Stayer model was tested to estimate the movement of students among the subgroups across three time points and two years of elementary school education. Three theoretically consistent latent subgroups were observed at each of the time points. Based on theory and past empirical research, the subgroups (presented from least to most adaptive) were labeled: Poor Quality, High Quantity, and Good Quality. Across the three measurements, an overall shift of students to higher quantity and quality motivational subgroups was observed. This study provides evidence that the low-stakes, high-interest approach currently undertaken may have the desired effect of improving students’ motivation to learn across two years of schooling. Implications for both practice and national policy are discussed.-
dc.languageeng-
dc.publisherSpringer New York LLC. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0146-7239-
dc.relation.ispartofMotivation and Emotion-
dc.rightsThe final publication is available at Springer via http://dx.doi.org/10.1007/s11031-018-9681-7-
dc.titleSchools can improve motivational quality: Profile transitions across early foreign language learning experiences-
dc.typeArticle-
dc.identifier.emailFryer, LK: fryer@hku.hk-
dc.identifier.authorityFryer, LK=rp02148-
dc.description.naturepreprint-
dc.identifier.doi10.1007/s11031-018-9681-7-
dc.identifier.hkuros284518-
dc.identifier.volume42-
dc.identifier.issue4-
dc.identifier.spage527-
dc.identifier.epage545-
dc.identifier.isiWOS:000433966800006-
dc.publisher.placeUnited States-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats