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Article: Girls show better quality motivation to learn languages than boys: latent profiles and their gender differences
Title | Girls show better quality motivation to learn languages than boys: latent profiles and their gender differences |
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Authors | |
Keywords | Education Psychology Motivation Foreign language Japan |
Issue Date | 2020 |
Publisher | Elsevier: Creative Commons Licenses. The Journal's web site is located at http://www.heliyon.com |
Citation | Heliyon, 2020, v. 6, p. article no. e04054 How to Cite? |
Abstract | Students' gender can have subtle long-term effects on students' motivation, engagement, and ultimate achieve- ment in learning a new language. Given the current focus on motivation in primary and secondary schools in many Asian countries, understanding both boys' and girls' orientations toward learning English may offer insight into students' future trajectories. In this study, we sought to demonstrate the differences in students' motivational profiles originating from their gender. Using a sample of 398 elementary school students in western Japan, we administered motivation surveys at the beginning of the 2013 school year. We analyzed these surveys using latent profile analyses to determine differences in three sub-groups: good quality (high intrinsic regulation, low external regulation), high quantity (high intrinsic and external regulations), and poor quality (high external regulation, low intrinsic regulations). Post-hoc tests showed gender differences within these subgroups. Results indicate that male students were more likely to demonstrate low quality, externally controlled motives, while girls were more likely to show higher quality internally regulated motives. These findings indicate the need to improve support for boys' internally regulated motivation in Asian foreign language settings. |
Persistent Identifier | http://hdl.handle.net/10722/283341 |
ISSN | 2023 Impact Factor: 3.4 2023 SCImago Journal Rankings: 0.617 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Oga-Baldwin, WLQ | - |
dc.contributor.author | Fryer, LK | - |
dc.date.accessioned | 2020-06-22T02:55:14Z | - |
dc.date.available | 2020-06-22T02:55:14Z | - |
dc.date.issued | 2020 | - |
dc.identifier.citation | Heliyon, 2020, v. 6, p. article no. e04054 | - |
dc.identifier.issn | 2405-8440 | - |
dc.identifier.uri | http://hdl.handle.net/10722/283341 | - |
dc.description.abstract | Students' gender can have subtle long-term effects on students' motivation, engagement, and ultimate achieve- ment in learning a new language. Given the current focus on motivation in primary and secondary schools in many Asian countries, understanding both boys' and girls' orientations toward learning English may offer insight into students' future trajectories. In this study, we sought to demonstrate the differences in students' motivational profiles originating from their gender. Using a sample of 398 elementary school students in western Japan, we administered motivation surveys at the beginning of the 2013 school year. We analyzed these surveys using latent profile analyses to determine differences in three sub-groups: good quality (high intrinsic regulation, low external regulation), high quantity (high intrinsic and external regulations), and poor quality (high external regulation, low intrinsic regulations). Post-hoc tests showed gender differences within these subgroups. Results indicate that male students were more likely to demonstrate low quality, externally controlled motives, while girls were more likely to show higher quality internally regulated motives. These findings indicate the need to improve support for boys' internally regulated motivation in Asian foreign language settings. | - |
dc.language | eng | - |
dc.publisher | Elsevier: Creative Commons Licenses. The Journal's web site is located at http://www.heliyon.com | - |
dc.relation.ispartof | Heliyon | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject | Education | - |
dc.subject | Psychology | - |
dc.subject | Motivation | - |
dc.subject | Foreign language | - |
dc.subject | Japan | - |
dc.title | Girls show better quality motivation to learn languages than boys: latent profiles and their gender differences | - |
dc.type | Article | - |
dc.identifier.email | Fryer, LK: fryer@hku.hk | - |
dc.identifier.authority | Fryer, LK=rp02148 | - |
dc.description.nature | published_or_final_version | - |
dc.identifier.doi | 10.1016/j.heliyon.2020.e04054 | - |
dc.identifier.scopus | eid_2-s2.0-85085332905 | - |
dc.identifier.hkuros | 310348 | - |
dc.identifier.volume | 6 | - |
dc.identifier.spage | article no. e04054 | - |
dc.identifier.epage | article no. e04054 | - |
dc.identifier.isi | WOS:000537749900179 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 2405-8440 | - |