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Role of Self-Identity and Self-Determination in English Learning among High School Students
Wanying Zhou; Mingming Zhou
2018
Source PublicationJOURNAL OF LANGUAGE IDENTITY AND EDUCATION
ISSN1534-8458
Volume17Issue:3Pages:168-181
Abstract

A considerable amount of research has investigated the separate roles of motivation and identity in language learning. This study aimed to examine these two important constructs jointly by exploring the relationship between motivation, identity processing styles, and English learning among high school students. The hypotheses were empirically tested using questionnaire data collected from 187 Macau high school students. Correlation analysis found that only self-determined motivation was significantly positively related to academic performance in English and that none of the five identity processing styles was relevant. Further hierarchical regression analysis revealed that after controlling for age and gender, identification with commitment and ruminative exploration both negatively predicted English performance. Significant interaction effects were found between exploration in depth and self-determination and between ruminative exploration and self-determined motivation. However, ruminative exploration was the only significant predictor of academic performance when the students had low levels of self-determined motivation.

KeywordAcademic Achievement Adolescent Esl Identity Self-determination
DOI10.1080/15348458.2018.1433537
URLView the original
Indexed BySSCI ; SSCI ; AHCI
WOS Research AreaEducation & Educational Research ; Linguistics
WOS SubjectEducation & Educational Research ; Linguistics ; Language & Linguistics
WOS IDWOS:000433983700003
PublisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
The Source to ArticleWOS
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Cited Times [WOS]:2   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorWanying Zhou
AffiliationUniversity of Macau
First Author AffilicationUniversity of Macau
Corresponding Author AffilicationUniversity of Macau
Recommended Citation
GB/T 7714
Wanying Zhou,Mingming Zhou. Role of Self-Identity and Self-Determination in English Learning among High School Students[J]. JOURNAL OF LANGUAGE IDENTITY AND EDUCATION,2018,17(3):168-181.
APA Wanying Zhou,&Mingming Zhou.(2018).Role of Self-Identity and Self-Determination in English Learning among High School Students.JOURNAL OF LANGUAGE IDENTITY AND EDUCATION,17(3),168-181.
MLA Wanying Zhou,et al."Role of Self-Identity and Self-Determination in English Learning among High School Students".JOURNAL OF LANGUAGE IDENTITY AND EDUCATION 17.3(2018):168-181.
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