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Performance Self-talk

The results of multiple regression analyses showed that performance self-talk was significantly explained by English-learning goal orientations and English self-efficacy (Д4548) = 57.871, p = .000) and the variance explained by these motivational beliefs was 29.7 %. Both performance- approach goal orientation (f = .297, p = .000) and performance-avoidance goal orientation (fi = .179, p = .000) were significant predictors of students’ reported use of performance self-talk. Hence, students who emphasized the importance of getting good grades or doing better than other students and who avoided demonstrating incompetence in English learning and negative judgments relative to others tended to regulate their motivation by reminding themselves more frequently of the importance of performance-related goals. Alongside the two types of performance

Table 5.2 Results of multiple regression analyses predicting motivational-regulation strategies using English-learning goal orienta tions and English self-efficacy

Dependent variables

Interest

enhancement

Performance self-talk

Mastery

self-talk

Self-reward

Negative-based

incentive

Task value enhancement

Volitional

control

Self-efficacy

enhancement

p

%•

p

%•

p

%?

p

%?

p

%•

p

%•

p

%•

p

%?

Predictors

Performance- approach goal Performance- avoidance goal

Mastery goal Self-efficacy

.081

-.032

.177

.290

.141

.495

.001

.000

.297

.179

.171

.086

.000

.000

.000

.122

-.037

.140

.379

.251

.458

.001

.000

.000

.260

.138

.115

.018

.000

.004

.031

.771

.142

.140

.292

-.055

.013

.004

.000

.367

-.036

.078

.489

.090

.492

.079

.000

.106

-.111

.116

.200

.222

.055

.019

.000

.000

-.074

.108

.252

.290

.177

.020

.000

.000

R

R2

R2 (adjusted) F

Sig.

.473

.223

.218

39.394

.000

.545

.297

.292

57.871

.000

.580

.337

.332

69.607

.000

.409

.167

.161

27.516

.000

.386

.149

.142

23.920

.000

.546

.298

.293

58.274

.000

.352

.124

.117

19.359

.000

.474

.225

.219

39.744

.000

goals, mastery goal orientation also significantly predicted the use of performance self-talk (в = .171, p = .000). Therefore, students who engaged in the English learning tasks in order to learn and master the material also tended to report greater use of performance self-talk to keep working on the tasks. English self-efficacy was not a significant predictor for students’ use of performance self-talk.

 
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