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

Schools can improve motivational quality: Profile transitions across early foreign language... Elementary 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 2 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 2 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 2 years of schooling. Implications for both practice and national policy are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Motivation and Emotion Springer Journals

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

Oga-Baldwin, W.; Fryer, Luke
Motivation and Emotion, Volume 42 (4) – Mar 10, 2018
Download PDF
19 pages
Read Article

Loading next page...
 
/lp/springer_journal/schools-can-improve-motivational-quality-profile-transitions-across-V7w1oDQez0
Publisher
Springer Journals
Copyright
Copyright © 2018 by Springer Science+Business Media, LLC, part of Springer Nature
Subject
Psychology; Psychology, general; Personality and Social Psychology; Clinical Psychology
ISSN
0146-7239
eISSN
1573-6644
DOI
10.1007/s11031-018-9681-7
Publisher site
See Article on Publisher Site

Abstract

Elementary 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 2 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 2 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 2 years of schooling. Implications for both practice and national policy are discussed.

Journal

Motivation and Emotion – Springer Journals

Published: Mar 10, 2018

References

  • Factor analysis and AIC
    Akaike, H
  • The development of expertise: The journey from acclimation to proficiency
    Alexander, PA
  • Self-efficacy: The exercise of control
    Bandura, A
  • Motivation after matriculation: Are Japanese learners of English still alive after exam hell?
    Berwick, R; Ross, S
  • Occupational outlook handbook
  • English language education among young learners in East Asia: A review of current research (2004–2014)
    Butler, YG
  • Motivational orientations and psychological needs in EFL learning among elementary school students in Japan
    Carreira, JM
  • Primary school in Japan: Self, individuality and learning in elementary education
    Cave, P
  • Are autonomous and controlled motivations school-subjects-specific?
    Chanal, J; Guay, F
  • A Longitudinal person-centered perspective on youth social support: Relations with psychological wellbeing
    Ciarrochi, J; Morin, AJS; Sahdra, B; Litalien, D; Parker, PD
  • Profiles of intrinsic and extrinsic motivations in elementary school: A longitudinal analysis
    Corpus, JH; Wormington, SV
  • Making the grade: A self-worth perspective on motivation and school reform
    Covington, M
  • Intrinsic motivation and self-determination in human behavior
    Deci, EL; Ryan, RM
  • Scale development: Theory and application
    Devellis, RF
  • The psychology of the language learner revisited
    Dörnyei, Z; Ryan, S
  • Motivational beliefs, values, and goals
    Eccles, JS; Wigfield, A
  • Between students’ instrumental goals and how they learn: Goal content is the gap to mind
    Fryer, LK; Ginns, P; Walker, R
  • Understanding students’ instrumental goals, motivation deficits and achievement: Through the Lens of a latent profile analysis
    Fryer, LK; van den Broeck, A; Ginns, P; Nakao, K
  • Effects of autonomy-supportive teaching on student learning and motivation
    Furtak, EM; Kunter, M
  • Stability, change, and implications of students’ motivation profiles: A latent transition analysis
    Gillet, N; Morin, AJS; Reeve, J
  • Managerial motivational profiles: Composition, antecedents, and consequences
    Graves, LM; Cullen, KL; Lester, HF; Ruderman, MN; Gentry, WA
  • Autonomy in children’s learning: An experimental and individual difference investigation
    Grolnick, WS; Ryan, RM
  • A motivational model of rural students’ intentions to persist in, versus drop out of, high school
    Hardré, PL; Reeve, J
  • Profiles of intrinsic and extrinsic motivations: A person-centered approach to motivation and achievement in middle school
    Hayenga, AO; Corpus, JH
  • What enhances language learners’ motivation?: High school English learners’ motivation from the perspective of self-determination theory
    Hiromori, T
  • Motivation profiles at work: A self-determination theory approach
    Howard, J; Gagné, M; Morin, AJS; Broeck, A
  • Rethinking the value of choice: A cultural perspective on intrinsic motivation
    Iyengar, S; Lepper, MR
  • Supporting students’ motivation, engagement, and learning during an uninteresting activity
    Jang, H
  • Longitudinal test of self-determination theory’s motivation mediation model in a naturally occurring classroom context
    Jang, H; Kim, EJ; Reeve, J
  • Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model
    Jang, H; Kim, EJ; Reeve, J
  • Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students?
    Jang, H; Reeve, J; Ryan, RM; Kim, A
  • Principles and practice of structural equation modeling
    Kline, RB
  • A longitudinal study of attitudes and motivation in learning English among Japanese seventh-grade students
    Koizumi, R; Matsuo, K
  • Applied latent class analysis
    Langeheine, R; Pol, F
  • Long-term development of learning activity: Motivational, cognitive, and social interaction
    Lehtinen, E; Vauras, M; Salonen, P; Olkinuora, E; Kinnunen, R
  • Educating hearts and minds: Reflections on Japanese preschool and elementary education
    Lewis, CC
  • Testing the number of components in a normal mixture
    Lo, Y; Mendell, N; Rubin, D
  • The Sage handbook of quantitative methodology for the social sciences
    Magidson, J; Vermunt, JK
  • Self-determined and integrative orientations and teachers’ motivational support in a Japanese as a foreign language context
    McEown, MS; Noels, KA; Saumure, KD
  • A pattern analysis of students’ achievement goals
    Meece, J; Holt, K
  • Improving outcome measures other than achievement
    Moore, KA; Lippman, LH; Ryberg, R
  • Deciding on the number of classes in latent class analysis and growth mixture modeling: A Monte Carlo simulation study
    Nylund, KL; Asparoutiov, T; Muthen, BO
  • A latent transition mixture model using the three-step specification
    Nylund-Gibson, K; Grimm, R; Quirk, M; Furlong, M
  • Transformation in language education
    Oga-Baldwin, WLQ; Fryer, LK
  • Supplementing the elementary foreign language course of study with a self-determination framework
    Oga-Baldwin, WLQ; Nakata, Y
  • Engagement, gender, and motivation: A predictive model for Japanese young language learners
    Oga-Baldwin, WLQ; Nakata, Y
  • Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes
    Oga-Baldwin, WLQ; Nakata, Y; Parker, PD; Ryan, RM
  • Evolution of student interest in science and technology studies: Policy report
  • Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis
    Ratelle, CF; Guay, F; Vallerand, RJ; Larose, S; Senécal, C
  • Students’ classroom engagement produces longitudinal changes in classroom motivation
    Reeve, J; Lee, W
  • Perceived locus of causality and internalization: Examining reasons for acting in two domains
    Ryan, RM; Connell, JP
  • Intrinsic and extrinsic motivations: Classic definitions and new directions
    Ryan, RM; Deci, EL
  • Self-determination theory: Basic psychological needs in motivation, development, and wellness
    Ryan, RM; Deci, EL
  • Self-determination theory in schools of education: Can an empirically supported framework also be critical and liberating?
    Ryan, RM; Niemiec, CP
  • An analysis of demotivators in the EFL classroom
    Sakai, H; Kikuchi, K
  • Missing data: Our view of the state of the art
    Schafer, JL; Graham, JW
  • Estimating the dimension of a model
    Schwartz, G
  • Role conflict and academic procrastination: A self-determination perspective
    Senécal, C; Julien, E; Guay, F
  • Engagement and disaffection in the classroom: Part of a larger motivational dynamic?
    Skinner, E; Furrer, C; Marchand, G; Kindermann, T
  • Antecedents and outcomes of self-determination in three life domains: The role of parents’ and teachers’ autonomy support
    Soenens, B; Vansteenkiste, M
  • Social comparison and perceived academic competence in improved academic performance: Performance comparison and learning comparison in junior high school students
    Toyama, M
  • Motivational profiles from a self-determination perspective: The quality of motivation matters
    Vansteenkiste, M; Sierens, E; Soenens, B; Luyckx, K; Lens, W
  • Less is sometimes more: Goal content matters
    Vansteenkiste, M; Simons, J; Lens, W; Soenens, B; Matos, L; Lacante, M
  • Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing?
    Vansteenkiste, M; Zhou, M; Lens, W; Soenens, B
  • Likelihood ratio tests for model selection and non-nested hypotheses
    Vuong, Q
  • Latent profile analysis of students’ motivation and outcomes in mathematics: An organismic integration theory perspective
    Wang, CKJ; Liu, WC; Nie, Y; Chye, YLS; Lim, BSC; Liem, GA
  • Students’ motivational profiles in the physical education context
    Wang, JCK; Morin, AJS; Ryan, RM; Liu, WC
  • A person-centered investigation of academic motivation and its correlates in high school
    Wormington, SV; Corpus, JH; Anderson, KG
  • Relations of autonomy, self-referenced beliefs, and self-regulated learning among Japanese children
    Yamauchi, H; Tanaka, K
  • Culturalizing achievement goal theory and research
    Zusho, A; Clayton, K

You’re reading a free preview. Subscribe to read the entire article.

Try 2 weeks free now

DeepDyve is your
personal research library

It’s your single place to instantly
discover and read the research
that matters to you.

Enjoy affordable access to
over 18 million articles from more than
15,000 peer-reviewed journals.

All for just $49/month

Explore the DeepDyve Library

or browse the journals available

Search

Query the DeepDyve database, plus search all of PubMed and Google Scholar seamlessly

Organize

Save any article or search result from DeepDyve, PubMed, and Google Scholar... all in one place.

Access

Get unlimited, online access to over 18 million full-text articles from more than 15,000 scientific journals.

Your journals are on DeepDyve

Read from thousands of the leading scholarly journals from SpringerNature, Wiley-Blackwell, Oxford University Press and more.

All the latest content is available, no embargo periods.

See the journals in your area

DeepDyve

Freelancer

DeepDyve

Pro

Price

FREE

$49/month
$360/year

Save searches from
Google Scholar,
PubMed

Create folders to
organize your research

Export folders, citations

Read DeepDyve articles

Abstract access only

Unlimited access to over
18 million full-text articles

Print

20 pages / month

Sign up
for free
Start 14 day
Free Trial