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Motivational Regulation in Foreign Language Learning


Motivational RegulationMotivational Regulation and FL LearningWhy the Book?Overview of the BookReferencesTheoretical Foundation and Previous Studies of Motivational RegulationDefinition of SRLModels of SRLSocial Cognitive Learning TheorySocial Cognitive Model of SRLGeneral Framework of SRLMotivational Regulation in SRLStrategies for the Regulation of MotivationMotivational Regulation with Other Components of SRL and Academic AchievementMotivational Components of SRLSelf-efficacySources of Self-efficacySelf-efficacy and Academic PerformanceAcademic Goal OrientationsDefining Academic Goal OrientationsSRL Strategies Classifications of SRL StrategiesSRL Strategies and Academic PerformanceSummaryReferencesMotivational Regulation and L2 LearningSelf-regulated Language LearningL2 MotivationConceptualization of L2 MotivationStudies on L2 MotivationSelf-efficacy and Foreign Language LearningAcademic Goal Orientations and Foreign Language LearningMotivational Regulation in L2 LearningLanguage Learning StrategiesDefinition of Language Learning StrategyClassifications of Language Learning StrategiesEmpirical Studies on Language Learning StrategiesSummaryReferencesMotivational-Regulation Strategies Used by Chinese College StudentsSubjectsDesign and Validation of Motivational-Regulation ScaleStage 1: Investigating motivational problemsStage 2: Generating questionnaire itemsStage 3: Selecting questionnaire itemsData CollectionTypes of Motivational-Regulation StrategiesOverall Pattern in Using Motivational-Regulation StrategiesDifferences among Students’ Overall Use of Motivational-Regulation StrategiesDifferences in Using Motivational-Regulation Strategies in terms of Gender and SpecialtyDifferences in Using Motivational-Regulation Strategies in terms of Language ProficiencySummaryReferencesThe Impact of Motivational Regulation on EFL LearningDesign and Validation of ELGOS, ESES and LLSSEnglish-Learning Goal Orientations ScaleEnglish Self-Efficacy ScaleLanguage Learning Strategy ScaleRelations between Motivational Beliefs and Motivational-Regulation StrategiesInterest EnhancementPerformance Self-talkMastery Self-talkSelf-rewardNegative-based IncentiveTask-Value EnhancementVolitional ControlSelf-efficacy EnhancementDiscussionRelations between Motivational-Regulation Strategies and Language-Learning StrategiesRelations between Motivational-Regulation Strategies and English AchievementSummaryReferencesCase Study on Motivational RegulationResearch QuestionsInstrumentsProcedures for Data Collection and Data AnalysisMotivational ProblemsDifferences in Motivational Regulation between High and Low English AchieversInterest EnhancementPerformance Self-talkMastery Self-talkSelf-rewardNegative-based IncentiveTask-Value EnhancementVolitional ControlSelf-efficacy EnhancementSummaryMajor Findings of the StudyMotivational Regulation StrategiesOverall Pattern and Differences in Using Motivational- Regulation StrategiesMotivational Beliefs and Motivational RegulationMotivational Regulation and Language-Learning StrategiesMotivational Regulation and English AchievementImplications Theoretical ImplicationsPractical ImplicationsHelp Learners Self-regulate Their motivationTake an Integrative View of Learner TrainingMethodological ImplicationsRecommendations for Future ResearchReferences
 
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