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中国大学生英语学习归因与学习动机关系研究.docx

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中国大学生英语学习归因与学习动机关系研究 Introduction Englishhasbecomeagloballanguageofcommunicationandanessentialtoolforsuccessintheinternationalarena.Asaresult,thereisagrowingneedforChinesestudentstolearnEnglishandovercomethechallengesoflanguageacquisition.ThisstudyaimstoexploretherelationshipbetweenEnglishlearningattributionandmotivationalfactorsamongChineseuniversitystudents. Background Researchhasshownthatattributionisanimportantfactorinunderstandingacademicachievement(Dweck,2006).Attributionsrefertothewaysinwhichindividualsexplainthecausesoftheirsuccessesandfailures(Weiner,1986).Attributiontheorysuggeststhatindividualswithamastery-orientedapproachtendtoattributesuccesstotheirowneffortandability,whilethosewithaperformance-orientedapproachattributesuccesstoexternalfactorssuchasluckoreasytasks(Dweck&Leggett,1988). Motivationisanotherkeyfactorinacademicsuccess.Motivationreferstotheinternalandexternalforcesthatdriveindividualstotakeactionandachievetheirgoals(Ryan&Deci,2000).Motivationcanbeintrinsic,drivenbyapersonalinterestorpassion,orextrinsic,drivenbyexternalrewardssuchasgradesorpraise. Previousstudieshavefoundapositiveassociationbetweenmotivationandacademicperformance(Pintrich&DeGroot,1990),aswellasapositiverelationbetweenattributionandacademicachievement(Weiner,1986). Method Thisstudyrecruited200ChineseuniversitystudentswhowereenrolledinEnglishlanguagecourses.Participantswereaskedtocompleteaself-reportquestionnairethatassessedtheirEnglishlearningattributionandmotivationalfactors.ThequestionnairecontainedquestionsabouttheirperceptionsoftheirEnglishlanguageabilities,reasonsforstudyingEnglish,andbeliefsabouttheirabilitytoimprovetheirEnglishskills. Results Theresultsofthisstudyshowedapositiverelationshipbetweenmasteryattributionsandintrinsicmotivation,whileperformanceattributionswerepositivelyrelatedtoextrinsicmotivation.StudentswhoattributedtheirsuccessestointernalfactorssuchaseffortandabilityreportedhigherlevelsofintrinsicmotivationandweremorelikelytoviewEnglishlanguagelearningasach