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Motivational Mechanisms Underlying Second Language Achievement: A Regulatory Focus Perspective

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Title: Motivational Mechanisms Underlying Second Language Achievement: A Regulatory Focus Perspective
Language: English
Authors: Papi, Mostafa (ORCID 0000-0003-4309-0483), Khajavy, Gholam Hassan (ORCID 0000-0002-0926-960X)
Source: Language Learning. Jun 2021 71(2):537-572.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 36
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Descriptors: Student Motivation, Second Language Learning, Academic Achievement, English (Second Language), Structural Equation Models, Predictor Variables, Self Concept, Psychological Patterns
DOI: 10.1111/lang.12443
ISSN: 0023-8333
Abstract: We tested a theoretical model that integrated regulatory focus, second language (L2) self-guides, anxiety and enjoyment, eager and vigilant L2 use, and L2 achievement. We collected data from 324 students learning English as a foreign language. Structural equation modeling results showed that (a) the promotion focus positively predicted ideal selves, whereas the prevention focus negatively predicted ought selves; (b) ideal self/own predicted enjoyment positively and anxiety negatively, ought self/other and ideal self/other predicted anxiety positively, and ought self/own positively predicted vigilant L2 use; (c) enjoyment predicted eager L2 use positively and vigilant L2 use negatively, whereas anxiety predicted vigilant L2 use positively; and finally (d) eager L2 use positively and vigilant L2 use negatively predicted achievement. The findings suggest that a promotion-oriented approach to language learning and teaching might lead to more adaptive motivational, emotional, and behavioral patterns, which in turn contribute to language learning success. Theoretical and educational implications are discussed.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1296682
Database: ERIC
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  Data: Motivational Mechanisms Underlying Second Language Achievement: A Regulatory Focus Perspective
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  Data: <searchLink fieldCode="AR" term="%22Papi%2C+Mostafa%22">Papi, Mostafa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4309-0483">0000-0003-4309-0483</externalLink>)<br /><searchLink fieldCode="AR" term="%22Khajavy%2C+Gholam+Hassan%22">Khajavy, Gholam Hassan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0926-960X">0000-0002-0926-960X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Learning%22"><i>Language Learning</i></searchLink>. Jun 2021 71(2):537-572.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 36
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  Data: <searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+Equation+Models%22">Structural Equation Models</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink>
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  Data: 10.1111/lang.12443
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  Data: We tested a theoretical model that integrated regulatory focus, second language (L2) self-guides, anxiety and enjoyment, eager and vigilant L2 use, and L2 achievement. We collected data from 324 students learning English as a foreign language. Structural equation modeling results showed that (a) the promotion focus positively predicted ideal selves, whereas the prevention focus negatively predicted ought selves; (b) ideal self/own predicted enjoyment positively and anxiety negatively, ought self/other and ideal self/other predicted anxiety positively, and ought self/own positively predicted vigilant L2 use; (c) enjoyment predicted eager L2 use positively and vigilant L2 use negatively, whereas anxiety predicted vigilant L2 use positively; and finally (d) eager L2 use positively and vigilant L2 use negatively predicted achievement. The findings suggest that a promotion-oriented approach to language learning and teaching might lead to more adaptive motivational, emotional, and behavioral patterns, which in turn contribute to language learning success. Theoretical and educational implications are discussed.
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      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Academic Achievement
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Self Concept
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      – SubjectFull: Psychological Patterns
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      – TitleFull: Motivational Mechanisms Underlying Second Language Achievement: A Regulatory Focus Perspective
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