Motivation and Its Effect on Language Achievement: Sustainable Development of Chinese Middle School Students' Second Language Learning

被引：8

作者：

Jiao, Shi ^{[1
]}

Jin, Hui ^{[2
]}

You, Zheng ^{[3
]}

Wang, Jie ^{[4
]}

机构：

[1] Minzu Univ China, Coll Educ, Beijing 100081, Peoples R China

[2] Beijing Normal Univ, Fac Educ, Beijing 100875, Peoples R China

[3] Beijing Foreign Studies Univ, Grad Sch Educ, Beijing 100089, Peoples R China

[4] Tsinghua Univ, Coll Continuing Educ, Beijing 100084, Peoples R China

来源：

SUSTAINABILITY | 2022年 / 14卷 / 16期

关键词：

COVID-19; middle school students; motivation; achievement; personal development; intrinsic interest; SELF-DETERMINATION; INTRINSIC MOTIVATION; ENGAGEMENT; EDUCATION;

D O I：

10.3390/su14169918

中图分类号：

X [环境科学、安全科学];

学科分类号：

08 ; 0830 ;

摘要：

The spread of COVID-19 has changed the traditional education pattern, and prolonged home isolation and online learning have brought unprecedented challenges to second language teaching and learning. A sample of 1036 Chinese students from four representative middle schools participated in the research. The results indicated four motivations: intrinsic interest, learning situation, personal development, and immediate achievement. There were significant gender differences in English learning motivation. Moreover, intrinsic interest and personal development motivation had a significantly positive impact on English learning achievement, while learning situation had no significant impact, and immediate achievement motivation had a significantly negative impact. The findings highlight the cultivation of students' learning autonomy and school-family interaction to promote the sustainable development of middle school students' second language learning.

引用

页数：18

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