Motivational Regulation and English Achievement

The findings provide evidence that students who regulate their motivation would achieve better grades than students who fail to self-regulate their motivation. The correlation analyses of the relations between motivational regulation strategies and English achievement showed that seven of the eight motivational-regulation strategies were significantly and positively related to English achievement with the exception of negative-based incentive. The relation between negative-based incentive and English achievement was not significant but also positive. The results of multiple regression analyses using the eight motivational-regulation strategies to predict English achievement indicated that, as a group, motivational- regulation strategies accounted for a significant portion of the variance in English achievement. Separately, the strategy of negative-based incentive was the strongest individual predictor for English achievement, but a negative one. Performance self-talk, self-reward, and task-value enhancement were also significant positive predictors for English achievement. Interest enhancement, mastery self-talk, self-efficacy enhancement, and volitional control could not individually predict English achievement. in general, among the motivational-regulation strategies based on intrinsic forms of motivation, only task-value enhancement could significantly predict students’ English achievement. Volitional control strategy could not predict students’ English achievement. All three motivational-regulation strategies related to extrinsic forms of motivation (i.e., performance selftalk, self-reward, negative-based incentive) were significant predictors for English achievement.

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