International Journal of New Developments in Education, 2025, 7(4); doi: 10.25236/IJNDE.2025.070408.
Zixian Zhang1, Yanyan Chen1, Lixiang Qiu2
1Department of Education, Hefei University, Hefei, Anhui, 230000, China
2Huaibei Experimental Senior High School, Huaibei, Anhui, 235000, China
Based on Self-Determination Theory, the current study investigated the relationships among Chinese adolescents' motivation for learning English as a foreign language, their perceptions of psychological need satisfaction, English learning self-efficacy, and classroom engagement. Results suggested: (1) adolescents who were primarily regulated by intrinsic regulation for learning English tended to show desired learning-related behaviors; (2) adolescents who were mainly regulated by external regulation for learning English were also likely to have an intention to engage into classroom activities; (3) when adolescents perceived that teachers provided learning environment that supported their autonomy, competence, and positive relatedness, they tended to engage in learning activities. Moreover, adolescents' learning-related beliefs could predict their learning-related behaviors, for example, active involvement in learning activities.
motivation; English as a foreign language; psychological need satisfaction; self-efficacy; classroom engagement; adolescents
Zixian Zhang, Yanyan Chen, Lixiang Qiu. Motivational Profiles of Adolescent English Language Learners in China: A Multiple Regression Model. International Journal of New Developments in Education (2025), Vol. 7, Issue 4: 50-58. https://doi.org/10.25236/IJNDE.2025.070408.
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