View in EDS HTML Full Text PDF Full Text

A rising tide lifts all boats: The social contagion of achievement in L2 classrooms and the role of intrinsic motivation and engagement.

Saved in:
Bibliographic Details
Title: A rising tide lifts all boats: The social contagion of achievement in L2 classrooms and the role of intrinsic motivation and engagement.
Authors: Mendoza, Norman B. (AUTHOR), Zadorozhnyy, Artem (AUTHOR), Dizon, John Ian Wilzon T. (AUTHOR)
Source: British Journal of Educational Psychology. Dec2025, Vol. 95 Issue 4, p1155-1175. 21p.
Subjects: School environment, High schools, Self-evaluation, Cronbach's alpha, Psychology of high school students, Affinity groups, Descriptive statistics, Multilingualism, Motivation (Psychology), Longitudinal method, Academic achievement, Data analysis software, Regression analysis
Geographic Terms: Philippines
Abstract: Background: The achievement composition effect (ACE) posits that students' academic performance is influenced by the collective achievement level of their classmates. While ACE has been demonstrated across various learning domains, its role in second language (L2) learning and motivational moderators of this effect remain underexplored. Aims: This longitudinal study examines ACE in the context of L2 learning, with a particular focus on the moderating roles of students' intrinsic motivation and engagement. Methods: A sample of 766 secondary school L2 learners from 30 classrooms was analysed using linear mixed‐effects models to investigate the relationship between students' relative achievement at Time 1 and their subsequent achievement at Time 2, as well as the moderating effects of intrinsic motivation (to know, to accomplish and to experience stimulation) and engagement (behavioural and emotional). Results: Results indicate that students' relative achievement significantly predicts subsequent achievement, supporting the presence of ACE in L2 classrooms. Moreover, intrinsic motivation to experience stimulation, behavioural engagement and emotional engagement significantly moderated this relationship in that ACE was stronger among students with higher levels of these motivational and engagement factors. Conclusion: The findings highlight the interplay between peer achievement and individual motivational factors in shaping learning outcomes. The discussion situates these results within the broader literature on peer influence, motivation and engagement, exploring their theoretical and practical implications for L2 learning. The study underscores the importance of considering social, motivational, affective and behavioural factors in understanding and fostering optimal L2 learning environments. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 189133025
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A rising tide lifts all boats: The social contagion of achievement in L2 classrooms and the role of intrinsic motivation and engagement.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Mendoza%2C+Norman+B%2E%22">Mendoza, Norman B.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zadorozhnyy%2C+Artem%22">Zadorozhnyy, Artem</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dizon%2C+John+Ian+Wilzon+T%2E%22">Dizon, John Ian Wilzon T.</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Psychology%22">British Journal of Educational Psychology</searchLink>. Dec2025, Vol. 95 Issue 4, p1155-1175. 21p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br /><searchLink fieldCode="DE" term="%22High+schools%22">High schools</searchLink><br /><searchLink fieldCode="DE" term="%22Self-evaluation%22">Self-evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Cronbach's+alpha%22">Cronbach's alpha</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+high+school+students%22">Psychology of high school students</searchLink><br /><searchLink fieldCode="DE" term="%22Affinity+groups%22">Affinity groups</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+analysis%22">Regression analysis</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: The achievement composition effect (ACE) posits that students' academic performance is influenced by the collective achievement level of their classmates. While ACE has been demonstrated across various learning domains, its role in second language (L2) learning and motivational moderators of this effect remain underexplored. Aims: This longitudinal study examines ACE in the context of L2 learning, with a particular focus on the moderating roles of students' intrinsic motivation and engagement. Methods: A sample of 766 secondary school L2 learners from 30 classrooms was analysed using linear mixed‐effects models to investigate the relationship between students' relative achievement at Time 1 and their subsequent achievement at Time 2, as well as the moderating effects of intrinsic motivation (to know, to accomplish and to experience stimulation) and engagement (behavioural and emotional). Results: Results indicate that students' relative achievement significantly predicts subsequent achievement, supporting the presence of ACE in L2 classrooms. Moreover, intrinsic motivation to experience stimulation, behavioural engagement and emotional engagement significantly moderated this relationship in that ACE was stronger among students with higher levels of these motivational and engagement factors. Conclusion: The findings highlight the interplay between peer achievement and individual motivational factors in shaping learning outcomes. The discussion situates these results within the broader literature on peer influence, motivation and engagement, exploring their theoretical and practical implications for L2 learning. The study underscores the importance of considering social, motivational, affective and behavioural factors in understanding and fostering optimal L2 learning environments. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=189133025
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/bjep.12752
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 1155
    Subjects:
      – SubjectFull: School environment
        Type: general
      – SubjectFull: High schools
        Type: general
      – SubjectFull: Self-evaluation
        Type: general
      – SubjectFull: Cronbach's alpha
        Type: general
      – SubjectFull: Psychology of high school students
        Type: general
      – SubjectFull: Affinity groups
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: Motivation (Psychology)
        Type: general
      – SubjectFull: Longitudinal method
        Type: general
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Data analysis software
        Type: general
      – SubjectFull: Regression analysis
        Type: general
      – SubjectFull: Philippines
        Type: general
    Titles:
      – TitleFull: A rising tide lifts all boats: The social contagion of achievement in L2 classrooms and the role of intrinsic motivation and engagement.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Mendoza, Norman B.
      – PersonEntity:
          Name:
            NameFull: Zadorozhnyy, Artem
      – PersonEntity:
          Name:
            NameFull: Dizon, John Ian Wilzon T.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Text: Dec2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 00070998
          Numbering:
            – Type: volume
              Value: 95
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: British Journal of Educational Psychology
              Type: main
ResultId 1