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ERIC Number: EJ788010
Record Type: Journal
Publication Date: 2007-Mar
Pages: 23
Abstractor: Author
Reference Count: 31
ISSN: ISSN-0039-8322
Relationship between English Learning Motivation Types and Self-Identity Changes among Chinese Students
Yihong, Gao; Yuan, Zhao; Ying, Cheng; Yan, Zhou
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v41 n1 p133-155 Mar 2007
This study investigated the relationship between English learning motivation types and self-identity changes among university students in the People's Republic of China. The sample obtained from a stratified sampling consisted of 2,278 undergraduates from 30 universities in 29 regions. The instrument was a Likert-scale questionnaire which included 30 items of motivation types based on free responses, and 24 items of self-identity changes in six predefined categories: self-confidence, subtractive, additive, productive, split, and zero changes. An exploratory factor analysis revealed seven motivation types: intrinsic interest, immediate achievement, individual development, information medium, going abroad, social responsibility, and learning situation. A canonical correlation test found that motivation types and self-identity changes were correlated through four pairs of canonical variables. Among these, intrinsic interest was correlated with productive and additive changes, individual development with self-confidence change, social responsibility with productive and split changes. Theoretical and pedagogical implications of the results are discussed. (Contains 1 figure, 3 tables, and 7 footnotes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China