Hostname: page-component-89b8bd64d-x2lbr Total loading time: 0 Render date: 2026-05-11T10:38:52.494Z Has data issue: false hasContentIssue false
  • English
  • Français

THE DEVELOPMENT OF SELF-DETERMINATION ACROSS THE LANGUAGE COURSE

TRAJECTORIES OF MOTIVATIONAL CHANGE AND THE DYNAMIC INTERPLAY OF PSYCHOLOGICAL NEEDS, ORIENTATIONS, AND ENGAGEMENT

Published online by Cambridge University Press:  07 February 2019

Kimberly A. Noels ,
Dayuma I. Vargas Lascano  and
Kristie Saumure
Kimberly A. Noels*
Affiliation:
University of Alberta
Dayuma I. Vargas Lascano
Affiliation:
Université Laval
Kristie Saumure
Affiliation:
Wellington,New Zealand
*
*Correspondence concerning this article should be addressed to Kimberly Noels, Department of Psychology, University of Alberta, Edmonton, AB, Canada, T6G 2E9. E-mail: knoels@ualberta.ca
Get access Rights & Permissions [Opens in a new window]

Abstract

Research suggests that students put more effort into language learning when they feel that it is a voluntary and self-relevant activity or they enjoy the process of mastering that language (i.e., they have a more self-determined orientation). This orientation is fostered when learners feel autonomous, competent, and related to others in their learning environment. We followed 162 university students of French across one semester to examine these causal claims longitudinally. Latent growth curve modeling showed that feelings of autonomy, competence, and relatedness and self-determined motivation increased across the semester while engagement declined. Parallel processes growth curve modeling showed that declines in engagement across the semester were attenuated to the extent that self-determined motivation increased. Auto-regressive cross-lagged analysis showed that, contrary to expectation, more engagement as the semester started predicted greater self-determination mid-semester (instead of vice versa), but these relations became reciprocal from mid-semester on. These findings are consistent with a dynamic model of motivation that emphasizes the reciprocal interplay between motivational constructs over the duration of a language course. The implications of these findings for motivation theory and instructional practices are discussed.

Information

Type
Research Article
Information
Studies in Second Language Acquisition , Volume 41 , Issue 4 , September 2019 , pp. 821 - 851
Copyright
Copyright © Cambridge University Press 2019 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

Footnotes

At the time this research was completed, Dayuma I. Vargas Lascano and Kristie Saumure were at the University of Alberta. This research was supported by a research grant from the Social Sciences and Humanities Research Council of Canada to the first author. Versions of this paper were presented at the 2009 Conference of the Canadian Association of Applied Linguistics and at the 2010 Conference of the American Association of Applied Linguistics. The authors would like to thank Tory Pino and Sabine Ricioppo for their research assistance and Dr. Élizabeth Le for her consultation regarding the French program.

References

REFERENCES

Bem, D. J. (1967). Self-perception: An alternative interpretation of cognitive dissonance phenomena. Psychological Review, 74, 183.CrossRefGoogle Scholar
Bidee, J., Vantilborgh, T., Pepermans, R., Griep, Y., & Hofmans, J. (2016). Temporal dynamics of need satisfaction and need frustration: Two sides of the same coin? European Journal of Work and Organizational Psychology, 25, 900−913.CrossRefGoogle Scholar
Bonney, C., Cortina, K., Smith-Darden, J., & Fiori, K. (2008). Understanding strategies in foreign language learning: Are integrative and intrinsic motives distinct predictors? Learning and Individual Differences, 18, 1−10.CrossRefGoogle Scholar
Busse, V., & Walter, C. (2013). Foreign language learning motivation in higher education: A longitudinal study of motivational changes and their causes. Modern Language Journal, 97, 435−456.CrossRefGoogle Scholar
Carreira, J. M. (2012). Motivational orientations and psychological needs in EFL learning among elementary school students in Japan. System, 40, 191−202.CrossRefGoogle Scholar
Chaffee, K. E., Noels, K. A., & Sugita McEown, M. (2014). Learning from authoritarian teachers: Controlling the situation or controlling yourself can sustain motivation. Studies in Second Language Learning and Teaching, 4, 355−387.CrossRefGoogle Scholar
Clément, R., & Kruidenier, B. G. (1985). Aptitude, attitude and motivation in second language proficiency: A test of Clément’s model. Journal of Language and Social Psychology, 4, 21−37.CrossRefGoogle Scholar
Comanaru, R., & Noels, K. A. (2009). Self-determination, motivation, and the learning of Chinese as a heritage language. Canadian Modern Language Review, 66, 131−158.CrossRefGoogle Scholar
de Bot, K., Lowie, W., & Verspoor, M. (2007). A dynamic systems theory approach to second language acquisition. Bilingualism: Language and Cognition, 10, 7−21.CrossRefGoogle Scholar
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.CrossRefGoogle Scholar
Deci, E. L., Ryan, R. M., Gagné, M., Leone, D. R., Usunov, J., & Kornazheva, B. P. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former eastern bloc country: A cross-cultural study of self-determination. Personality and Social Psychology Bulletin, 27, 930−942.CrossRefGoogle Scholar
Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York, NY: Routledge.CrossRefGoogle Scholar
Dörnyei, Z., & Ushioda, E. (2009). Motivation, language identity, and the L2 self. Bristol, UK: Multilingual Matters.CrossRefGoogle Scholar
Dörnyei, Z., MacIntyre, P., & Henry, A. (2015). Introduction: Applying complex dynamic systems principles to empirical research on L2 motivation. In Dörnyei, Z., Henry, A., & MacIntyre, P. D. (Eds.), Motivational dynamics in language learning (pp. 1–7). Bristol, UK: Multilingual Matters.CrossRefGoogle Scholar
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. (2004). School engagement: Potential of the concept: State of the evidence. Review of Educational Research, 74, 59–119.CrossRefGoogle Scholar
Gardner, R. C. (2006). The socio-educational model of second language acquisition: A research paradigm. Eurosla Yearbook, 6, 237–260.CrossRefGoogle Scholar
Gardner, R. C. (2010). Motivation and second language acquisition: The socio-educational model (Vol. 10). New York, NY: Peter Lang.Google Scholar
Gardner, R. C., Masgoret, A.-M., Tennant, J., & Mihic, L. (2004). Integrative motivation: Changes during a year-long intermediate-level language course. Language Learning, 54, 1–34.Google Scholar
Hiver, P., & Al-Hoorie, A. (2016). A dynamic ensemble for second language research: Putting complexity theory into practice. The Modern Language Journal, 100, 741–756.CrossRefGoogle Scholar
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6, 1–55.CrossRefGoogle Scholar
Jaakkola, T., Wang, J., Yli-Pippari, S., & Liukkonen, J. (2015). A multilevel latent growth modeling of the longitudinal changes in motivation regulations in physical education. Journal of Sports Science & Medicine, 14, 163–171.Google Scholar
Johnson, D. R., & Young, R. (2011). Toward best practices in analyzing datasets with missing data: Comparisons and recommendations. Journal of Marriage and Family, 73, 926–945.CrossRefGoogle Scholar
Kaplan, A., & Patrick, H. (2016). Learning environments and motivation. In Wentzel, K. R. & Miele, D. B. (Eds.), Handbook of motivation at school (2nd ed., pp. 251–274). New York, NY: Routledge.Google Scholar
Kline, R. B. (2011). Principles and practice of structural equation modeling. New York, NY: Guilford.Google Scholar
Little, R. J. (1988). A test of missing completely at random for multivariate data with missing values. Journal of the American Statistical Association, 83, 1198–1202.CrossRefGoogle Scholar
Loewen, S., Ellis, R., & Hacker, P. (2006). The relationship between an early start in language learning in New Zealand Schools and students’ motivation. New Zealand Studies in Applied Linguistics, 12, 16–34. Retrieved from http://alanz.blogs.auckland.ac.nz/new-zealand-studies-in-applied-linguistics-journal-nzsal/.Google Scholar
Masgoret, A. M., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53, 167−210.CrossRefGoogle Scholar
Mercer, S., Ryan, S., & Williams, M. (2012). Psychology for language learning: Insights from research, theory and practice. New York, NY: Palgrave Macmillan.CrossRefGoogle Scholar
Mercer, S., & Williams, M. (Eds.). (2014). Multiple perspectives on the self in SLA. Bristol, UK: Multilingual Matters.CrossRefGoogle Scholar
Muthén, L. K., & Muthén, B. O. (2012). Mplus. The comprehensive modelling program for applied researchers: User’s guide, 6. Los Angeles, CA: Muthén & Muthén.Google Scholar
Noels, K. A. (2001a). Learning Spanish as a second language: Learners’ orientations and perceptions of their teachers’ communication style. Language Learning, 51, 107−144.CrossRefGoogle Scholar
Noels, K. A. (2001b). New orientations in language learning motivation: Towards a model of intrinsic, extrinsic, and integrative orientations and motivation. In Dörnyei, Z. & Schmidt, R. (Eds.), Motivation and second language acquisition (pp. 43−68). Manoa, HI: Second Language Teaching & Curriculum Centre.Google Scholar
Noels, K. A. (2009). The internalization of language learning into the self and social identity. In Dörnyei, Z. & Ushioda, E. (Eds.), Motivation, language identity and the L2 self (pp. 295−313). Bristol, UK: Multilingual Matters.CrossRefGoogle Scholar
Noels, K. A., Clément, R., & Pelletier, L. G. (1999). Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation. Modern Language Journal, 83, 23−34.CrossRefGoogle Scholar
Noels, K. A., Chaffee, K. E., Lou, N. M., & Dincer, A. (2016). Self-determination, engagement, and identity in learning German: Some directions in the psychology of language learning motivation. Fremdsprachen Lehren und Lernen, 46, 12–29.Google Scholar
Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50, 57−85.CrossRefGoogle Scholar
Norton, B. (2013). Identity and language learning: Extending the conversation. Bristol, UK: Multilingual Matters.CrossRefGoogle Scholar
Peng, J. E., & Woodrow, L. (2010). Willingness to communicate in English: A model in the Chinese EFL classroom context. Language Learning, 60, 834−876.CrossRefGoogle Scholar
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667−686.CrossRefGoogle Scholar
Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (Vol. 1). Thousand Oaks, CA: Sage.Google Scholar
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68−78.CrossRefGoogle Scholar
Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic-dialectical perspective. In Deci, E. L. & Ryan, R. M. (Eds.), Handbook of self-determination research (pp. 3–33). Rochester, NY: University of Rochester Press.Google Scholar
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York, NY: Guilford Press.Google Scholar
Sayer, A. G., & Cumsille, P. E. (2001). Second-order latent growth models. In Collins, L. M. & Sayer, A. G. (Eds.), New methods for the analysis of change: Decade of behavior (pp. 179–200). Washington, DC: American Psychological Association.CrossRefGoogle Scholar
Singer, J. D., & Willett, J. B. (2003). Applied longitudinal data analysis: Modeling change and event occurrence (pp. 138–188). New York, NY: Oxford University Press.CrossRefGoogle Scholar
Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of engagement, coping, and everyday resilience. In Christenson, S., Reschly, A., & Wylie, C. (Eds.), Handbook of research on student engagement (pp. 21–44). New York, NY: Springer.CrossRefGoogle Scholar
Skinner, E. A., Kindermann, T. A., Connell, J. P., & Wellborn, J. G. (2009). Engagement and disaffection as organizational constructs in the dynamics of motivational development. In Wentzel, K. R., & Wigfield, A. (Eds.), Handbook of motivation at school (pp. 223–245). New York, NY: Taylor & Francis.Google Scholar
Statistics Canada. (2017). Mother tongue (8), knowledge of official languages (5), language spoken most often at home (8), other language(s) spoken regularly at home (9), age (7) and sex (3) for the population excluding institutional residents of Canada, provinces and territories, census divisions and census subdivisions, 2016 Census (table). 2016 Census of Population, Statistics Canada Catalogue no. 98-400-X2016052. Ottawa, ON.Google Scholar
Tanaka, H. (2009). Enhancing intrinsic motivation at three levels: The effects of motivational strategies. JALT Journal, 31, 227–250.Google Scholar
Tze, V. M. C., Klassen, R. M., & Daniels, L. M. (2014). Patterns of boredom and its relationship with perceived autonomy support and engagement. Contemporary Educational Psychology, 39, 175–187.CrossRefGoogle Scholar
Vandergrift, L. (2005). Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics, 26, 70–89.CrossRefGoogle Scholar
Waninge, F., Dörnyei, Z., & de Bot, K. (2014). Motivational dynamics in language learning: Change, stability, and context. The Modern Language Journal, 98, 704–723.CrossRefGoogle Scholar
Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R., & Davis-Kean, P. (2006). Development of achievement motivation. In Damon, W. (Series Ed.) & Eisenberg, N. (Vol. Ed.), Handbook of child psychology, 6th Ed. Vol. 3. Social, emotional, and personality development (pp. 933–1002). New York, NY: John Wiley.Google Scholar
Wu, X. (2003). Intrinsic motivation and young language learners: The impact of the classroom environment. System, 31, 501−517.CrossRefGoogle Scholar
Supplementary material: File

Noels et al. supplementary material

Appendix

Download Noels et al. supplementary material(File)
File 14.3 KB