Self-Determination and Classroom Engagement of EFL Learners: A Mixed-Methods Study of the Self-System Model of Motivational Development
| Autor: | Savaş Yeşilyurt, Kimberly A. Noels, Ali Dincer, Dayuma I. Vargas Lascano |
|---|---|
| Přispěvatelé: | EBYÜ, Eğitim Fakültesi |
| Rok vydání: | 2019 |
| Předmět: |
Turkish
English as a foreign language Academic achievement System model lcsh:Social Sciences lcsh:AZ20-999 0502 economics and business ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education Competence (human resources) 4. Education General Arts and Humanities Self 05 social sciences Attendance 050301 education General Social Sciences lcsh:History of scholarship and learning. The humanities language.human_language lcsh:H engagement autonomy-support basic psychological needs achievement absenteeism mixed methods Absenteeism language Psychology 0503 education 050203 business & management |
| Zdroj: | SAGE Open, Vol 9 (2019) |
| ISSN: | 2158-2440 |
| DOI: | 10.1177/2158244019853913 |
| Popis: | This study examines the antecedents and outcomes of classroom engagement of 412 Turkish English as a Foreign Language (EFL) learners. Grounded in self-determination theory and the self-system model of motivation, this mixed-methods study examined the relations between context (perceived autonomy-support from the instructor), self (basic psychological needs), action (behavioral, emotional, agentic, and cognitive engagement), and outcome (achievement and absenteeism). The results of structural equation modeling supported the hypothesized model and showed that learners’ perception of their teachers’ autonomy-support within the classroom predicted their need satisfaction, which in turn predicted self-determined engagement. Engagement predicted achievement and absenteeism within English courses. Semi-structured interviews showed patterns consistent with the quantitative results, and also that students felt their engagement would best be supported in classes with a positive social atmosphere. As well, their comments underscored the important role of language teachers in supporting learners’ psychological need satisfaction, classroom engagement, and positive academic outcomes. The findings suggest strategies for English language educators to bolster students’ engagement within the classrooms, including students who seem to be unmotivated, reluctant language learners. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Financial support for this project was gratefully received from the Research Fellowship Programmes of the Scientific and Technological Research Council of Turkey (TUBITAK) to the first author and the Social Sciences and Humanities Research Council of Canada to the third author. |
| Databáze: | OpenAIRE |
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