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Exploring language learners’ self-generated goals: Does self-concordance affect engagement and resilience?
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. Lund University, Centre for Languages and Literature, Lund (SWE).ORCID iD: 0000-0001-7789-9032
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.ORCID iD: 0000-0002-7751-3942
Norwegian University of Science and Technology, Department of Teacher Education, Trondheim,(NOR), Çanakkale Onsekiz Mart University, Faculty of Education, Çanakkale (TUR).
2023 (English)In: System (Linköping), ISSN 0346-251X, E-ISSN 1879-3282, Vol. 112, p. 1-12, article id 102971Article in journal (Refereed) Published
Abstract [en]

Despite the importance that goals have for language learning (Lee & Bong, 2019), little is known about the effects on learner behaviours. Combining individualized (idiographic) and standardized (nomothetic) methodologies, this study investigated whether the self-concordance of learning goals formulated at the beginning of a program of language education affected engagement and resilience at the end of the first year. Following research demonstrating the mediating roles of goal effort and goal progress (Vasalampi et al., 2009), these variables were included in the study design. Participants were 41 teacher education students on a university program in Turkey. Data was collected on four occasions over two semesters. Analyses were carried out using path modelling. Results showed that starting the program with self-concordant goals had positive effects on engagement and resilience later in the year. Effects of self-concordance were mediated by goal effort and goal progress. For engagement, a direct effect of self-concordance was also found. Findings point to an important relationship between the quality of language learners’ goals and L2 learning behaviours. Further, the study highlights the value of idiographic methods in goal-focused research.  

Place, publisher, year, edition, pages
Elsevier, 2023. Vol. 112, p. 1-12, article id 102971
Keywords [en]
L2 goals, Idiographic methods, Self-concordance, Goal effort, Goal progress, Engagement, Academic buoyancy
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Didactics
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URN: urn:nbn:se:hv:diva-19529DOI: 10.1016/j.system.2022.102971ISI: 000905301500005Scopus ID: 2-s2.0-85144308142OAI: oai:DiVA.org:hv-19529DiVA, id: diva2:1796699
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 All Open Access, Hybrid Gold Open Access CC-BY 4.0

Available from: 2023-09-13 Created: 2023-09-13 Last updated: 2024-01-10

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Henry, AlastairThorsen, Cecilia

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