Motivating young language learners

A longitudinal model of self-determined motivation in elementary school foreign language classes

William L. Q. Oga Baldwin, Yoshiyuki Nakata, Philip Parker, Richard M. Ryan

    Research output: Contribution to journalArticle

    21 Citations (Scopus)

    Abstract

    Promoting intrinsic motivation is often a central concern in teaching foreign languages to elementary school children. Self-determination theory posits that intrinsic motivation develops through the interaction of the person and the environment. The present study investigated how elementary school students’ motivation develops over the course of a school year in Japanese public schools. Five-hundred and fifteen Japanese elementary school children were surveyed over the course of one school year. Self-reported motivation, perceptions of teacher support, need satisfaction, and engagement were measured at different times. External raters observed students’ engagement, while classroom teachers assessed the quality of students’ motivation and learning. Structural equation modeling results indicated a positive, dynamic relationship between motivation, perceptions of the learning environment, and engagement. External raters’ assessments showed significant positive correlations with students’ self-reported engagement. Findings indicate how the instruction offered in these Japanese elementary schools supported students’ foreign language learning motivation.

    Original languageEnglish
    Pages (from-to)140-150
    Number of pages11
    JournalContemporary Educational Psychology
    Volume49
    DOIs
    Publication statusPublished - 2017 Apr 1

    Fingerprint

    foreign language
    elementary school
    Motivation
    Language
    language
    Students
    intrinsic motivation
    student
    schoolchild
    Learning
    need satisfaction
    school
    foreign language teaching
    learning motivation
    teacher
    self-determination
    Personal Autonomy
    learning environment
    instruction
    classroom

    Keywords

    • Elementary school
    • Engagement
    • Japan
    • Longitudinal model
    • Motivational development
    • SDT

    ASJC Scopus subject areas

    • Education
    • Developmental and Educational Psychology

    Cite this

    Motivating young language learners : A longitudinal model of self-determined motivation in elementary school foreign language classes. / Oga Baldwin, William L. Q.; Nakata, Yoshiyuki; Parker, Philip; Ryan, Richard M.

    In: Contemporary Educational Psychology, Vol. 49, 01.04.2017, p. 140-150.

    Research output: Contribution to journalArticle

    @article{11f6848378b4454ba6a05264b27420af,
    title = "Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes",
    abstract = "Promoting intrinsic motivation is often a central concern in teaching foreign languages to elementary school children. Self-determination theory posits that intrinsic motivation develops through the interaction of the person and the environment. The present study investigated how elementary school students’ motivation develops over the course of a school year in Japanese public schools. Five-hundred and fifteen Japanese elementary school children were surveyed over the course of one school year. Self-reported motivation, perceptions of teacher support, need satisfaction, and engagement were measured at different times. External raters observed students’ engagement, while classroom teachers assessed the quality of students’ motivation and learning. Structural equation modeling results indicated a positive, dynamic relationship between motivation, perceptions of the learning environment, and engagement. External raters’ assessments showed significant positive correlations with students’ self-reported engagement. Findings indicate how the instruction offered in these Japanese elementary schools supported students’ foreign language learning motivation.",
    keywords = "Elementary school, Engagement, Japan, Longitudinal model, Motivational development, SDT",
    author = "{Oga Baldwin}, {William L. Q.} and Yoshiyuki Nakata and Philip Parker and Ryan, {Richard M.}",
    year = "2017",
    month = "4",
    day = "1",
    doi = "10.1016/j.cedpsych.2017.01.010",
    language = "English",
    volume = "49",
    pages = "140--150",
    journal = "Contemporary Educational Psychology",
    issn = "0361-476X",
    publisher = "Academic Press Inc.",

    }

    TY - JOUR

    T1 - Motivating young language learners

    T2 - A longitudinal model of self-determined motivation in elementary school foreign language classes

    AU - Oga Baldwin, William L. Q.

    AU - Nakata, Yoshiyuki

    AU - Parker, Philip

    AU - Ryan, Richard M.

    PY - 2017/4/1

    Y1 - 2017/4/1

    N2 - Promoting intrinsic motivation is often a central concern in teaching foreign languages to elementary school children. Self-determination theory posits that intrinsic motivation develops through the interaction of the person and the environment. The present study investigated how elementary school students’ motivation develops over the course of a school year in Japanese public schools. Five-hundred and fifteen Japanese elementary school children were surveyed over the course of one school year. Self-reported motivation, perceptions of teacher support, need satisfaction, and engagement were measured at different times. External raters observed students’ engagement, while classroom teachers assessed the quality of students’ motivation and learning. Structural equation modeling results indicated a positive, dynamic relationship between motivation, perceptions of the learning environment, and engagement. External raters’ assessments showed significant positive correlations with students’ self-reported engagement. Findings indicate how the instruction offered in these Japanese elementary schools supported students’ foreign language learning motivation.

    AB - Promoting intrinsic motivation is often a central concern in teaching foreign languages to elementary school children. Self-determination theory posits that intrinsic motivation develops through the interaction of the person and the environment. The present study investigated how elementary school students’ motivation develops over the course of a school year in Japanese public schools. Five-hundred and fifteen Japanese elementary school children were surveyed over the course of one school year. Self-reported motivation, perceptions of teacher support, need satisfaction, and engagement were measured at different times. External raters observed students’ engagement, while classroom teachers assessed the quality of students’ motivation and learning. Structural equation modeling results indicated a positive, dynamic relationship between motivation, perceptions of the learning environment, and engagement. External raters’ assessments showed significant positive correlations with students’ self-reported engagement. Findings indicate how the instruction offered in these Japanese elementary schools supported students’ foreign language learning motivation.

    KW - Elementary school

    KW - Engagement

    KW - Japan

    KW - Longitudinal model

    KW - Motivational development

    KW - SDT

    UR - http://www.scopus.com/inward/record.url?scp=85012060208&partnerID=8YFLogxK

    UR - http://www.scopus.com/inward/citedby.url?scp=85012060208&partnerID=8YFLogxK

    U2 - 10.1016/j.cedpsych.2017.01.010

    DO - 10.1016/j.cedpsych.2017.01.010

    M3 - Article

    VL - 49

    SP - 140

    EP - 150

    JO - Contemporary Educational Psychology

    JF - Contemporary Educational Psychology

    SN - 0361-476X

    ER -