Demotivation: Affective states and learning outcomes
Demotivation: Affective states and learning outcomes
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DOI：
10.1016/j.system.2009.03.004
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发表时间：
2009-09-01
期刊：
影响因子：
6
通讯作者：
Hood, Michael
中科院分区：
文献类型：
--
作者：
Falout, Joseph;Elwood, James;Hood, Michael
去动机会对学习者的态度和行为产生负面影响，降低课堂群体动力和教师的学习动机，导致长期的、普遍的负面学习结果。对900名大学英语学习者进行了调查，以了解在日本学习英语的消极因素，以及过去的消极经历和现在的水平之间的关系。不同学术兴趣、经历和熟练程度的学习者之间的情感状态和自我调节学习的能力进行了比较。消极因素分为三类：学习环境的外部条件、学习者的内部条件和对消极经历的反应行为。内部因素和反应性因素被证明与长期的英语学习结果相关。这项研究的发现表明，非英语专业初学者最不可能控制自己的情感状态来应对令人泄气的经历。最后，本文讨论了可以防止或最大限度地减少去激励和促进再激活的步骤。(C)2009爱思唯尔有限公司。保留所有权利。
Demotivation can negatively influence the learner's attitudes and behaviors, degrade classroom group dynamics and teacher's motivation, and result in long-term and widespread negative learning outcomes. 900 university EFL learners were surveyed to investigate the demotivating factors in learning English as a foreign language (EFL) in Japan, and the relationship between past demotivating experiences and present proficiencies. Affective states and capacity to self-regulate learning were compared among learners with varying academic interests, experiences, and proficiencies. Demotivating factors were grouped into three categories: external conditions of the learning environment, internal conditions of the learner, and reactive behaviors to demotivating experiences. Internal and reactive factors were shown to correlate with long-term EFL learning outcomes. Findings from this study indicated that beginning, less-proficient learners in non-English majors were least likely to control their affective states to cope with demotivating experiences. Finally, this paper discusses steps that might prevent or minimize demotivation and facilitate remotivation. (C) 2009 Elsevier Ltd. All rights reserved.