Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
The Impact of Out-of-School Factors on Motivation to Learn English: Self-discrepancies, Beliefs, and Experiences of Self-authenticity
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. (BUV)ORCID iD: 0000-0001-7789-9032
University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences. (BUV)ORCID iD: 0000-0002-4722-009X
2017 (English)In: Applied Linguistics, ISSN 0142-6001, E-ISSN 1477-450X, Vol. 38, no 5, p. 713-736Article in journal (Refereed) Published
Abstract [en]

English is today learnt in multitudes of settings worldwide, making it difficult to characterize relationships between motivation and context in generalized terms (Ushioda 2013). In settings where students have extensive encounters with English outside school, a reluctance to invest effort in formal learning has been observed. To investigate ways in which out-of-school encounters impact on motivation, questionnaire data was obtained from 116 upper secondary students in Sweden. Structural equation modelling was used to test a series of hypotheses generated from emerging research into language learners identities, beliefs and self-authenticity appraisals. Results revealed that, compared to reference studies from settings where English lacks similar prominence, the Ideal L2 Self accounted for substantially less of the explained variance on a criterion measure. This can be accounted for by the limited discrepancy between current and ideal L2 selves. Results also indicate that beliefs about the efficacy of learning in natural environments have a negative impact on motivation in school, and that appraisals of self-authenticity may have a similar effect, although methodological challenges make this contention difficult to substantiate.

Place, publisher, year, edition, pages
2017. Vol. 38, no 5, p. 713-736
Keywords [en]
english, motivation, Sweden
National Category
Specific Languages
Research subject
HUMANITIES, English; Child and Youth studies
Identifiers
URN: urn:nbn:se:hv:diva-8731DOI: 10.1093/applin/amv060ISI: 000412594800005Scopus ID: 2-s2.0-85031822579OAI: oai:DiVA.org:hv-8731DiVA, id: diva2:875255
Available from: 2015-12-01 Created: 2015-12-01 Last updated: 2018-01-10Bibliographically approved

Open Access in DiVA

fulltext(226 kB)56 downloads
File information
File name FULLTEXT01.pdfFile size 226 kBChecksum SHA-512
548eece3066b73f8b1a45b8a45d2c7309226df64e1c4c0021069ee13941d278ff8f3ae8d23cc914175c458bcfc0b59516b7424d6b376753a5f9a637623ef9e5d
Type fulltextMimetype application/pdf

Other links

Publisher's full textScopus

Authority records BETA

Henry, AlastairCliffordson, Christina

Search in DiVA

By author/editor
Henry, AlastairCliffordson, Christina
By organisation
Division for Educational Science and LanguagesDivison for Health, Culture and Educational Sciences
In the same journal
Applied Linguistics
Specific Languages

Search outside of DiVA

GoogleGoogle Scholar
Total: 56 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 183 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf