What facilitates students' active engagement in learning English in the classroom?: Causal analysis between psychological needs, English classroom motivation and engagement
What facilitates students' active engagement in learning English in the classroom?: Causal analysis between psychological needs, English classroom motivation and engagement
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什么促进学生在课堂上积极参与英语学习？：心理需求、英语课堂动机和参与度之间的因果分析
DOI：
10.20622/jltaj.11.0_96
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发表时间：
2008
影响因子：
11.8
通讯作者：
Hiroaki Tanaka
中科院分区：
文献类型：
--
作者：
Hiroaki Tanaka
本研究旨在探讨英语课堂内在动机与学生课堂投入的促进因素。本研究在自我决定理论和动机层次模型的基础上，考察了课堂动机介导的心理需求与课堂投入的因果关系。本研究以日本英语课堂情境和内在动机来定义动机，并将其命名为内在英语课堂动机，以区别于大多数英语课堂动机研究的特质动机。相关分析和因果分析表明，能力需求对英语课堂内在动机的促进作用最强，(2)对课堂投入的间接影响最强。此外，结果表明(3)能力相关性需求是英语课堂内在动机和课堂投入的重要促进因素。这些结果对动机理论具有启示意义，也提出了教师促进学生课堂动机和学校参与的途径。
The purpose of this study vvas to examine the facilitating factors of intrinsic English classroom motivation and students' classroom engagement. On the basis ofSelfidetermination theory and the hierarchical model of motivation, this study examined the causal relationship between psychological needs and classroom engagement mediated by classroom mottvation. Motiyation is defined in terms of a Japanese EFL classroom context and intnnsic aspect, named intrinsic English classroom motiyation, to differentiate trait motiyation that rnost preeecling studies on motiyation have addressed, The participants were 69 high school students. Correlational and causal analyses revealed that the need for competence was (1) the strongest facilitating effeet on intrinsic English Classroom motivation, and (2) the strongest indirect effect on classroom engagement Moreover, the result showed that (3) the need fbr relatedness was an important facilitating factor of both intrinsic English Classroorn motivation and classroom engagement. These results have implications for theories of motivation and also suggest one pathway by which teachers can facilitate s udents' classroom motivation and engagement in school.
基于议程的阅读小组：培养双语讨论的引导技能
DOI：
--
发表时间：
2022
期刊：
影响因子：
--
作者：
Sevigny;P.;& Manabe;S.
通讯作者：
S.