A Comparative Survey Based Study on Finnish Comprehensive School and Upper Secondary School Students’ Motivation and Self- Efficacy in English Classroom
Päivinen, Juho (2020-04-06)
A Comparative Survey Based Study on Finnish Comprehensive School and Upper Secondary School Students’ Motivation and Self- Efficacy in English Classroom
Päivinen, Juho
(06.04.2020)
Julkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.
avoin
Julkaisun pysyvä osoite on:
https://urn.fi/URN:NBN:fi-fe2020051333154
https://urn.fi/URN:NBN:fi-fe2020051333154
Tiivistelmä
Motivation and self-efficacy have been widely studied during the past decades. Dörnyei (2005) created a new motivational framework, the L2 motivational self-system. Bandura’s (1977) concept of self-efficacy as a part of his social cognitive theory has been widely utilized for research purposes. To assess English as L2 learners’ motivation and self-efficacy, the above-mentioned frameworks were utilized. In this master’s thesis, 39 comprehensive and 41 general upper secondary school students’ L2 motivational self- system and self-efficacy were studied and compared. Furthermore, because of the strong connection between motivation and self-efficacy, the aim of the present study was to find out whether there was a correlation between the students’ perceived motivation and self- efficacy.
The data were collected by using a four-point Likert-scale questionnaire for both assessing the students’ motivation and self-efficacy. Taguchi, Magid and Papi’s (2009) questionnaire was used as a basis for the parts concerning motivation whereas the self- efficacy part of the questionnaire was carefully designed by the author. The questionnaire consisted of 35 items, the first 10 items were related to ought-to self-motivation, the next 10 items were concerned ideal self-motivation and the remaining 15 items were related to self-efficacy.
Descriptive statistics and correlation analysis, which were computed using version 25 of SPSS, were utilized to analyze the data. The results of the study indicated that both groups were motivated more by their ideal self-views than their ought-to self-views. The comprehensive school group had a higher score in ideal L2 self and self-efficacy but there were no significant differences between the variables of the two groups. The results of the correlation analyses indicated that there were no statistically significant correlations detected between ought-to L2 self and self-efficacy, whereas both groups’ ideal L2 self and had a statistically significant correlation with all subcategories of self-efficacy. The implications of the present study suggest that teachers should promote reflective learning in order to enhance the learners’ ideal L2 selves so they would be more invested in their own learning process.
The data were collected by using a four-point Likert-scale questionnaire for both assessing the students’ motivation and self-efficacy. Taguchi, Magid and Papi’s (2009) questionnaire was used as a basis for the parts concerning motivation whereas the self- efficacy part of the questionnaire was carefully designed by the author. The questionnaire consisted of 35 items, the first 10 items were related to ought-to self-motivation, the next 10 items were concerned ideal self-motivation and the remaining 15 items were related to self-efficacy.
Descriptive statistics and correlation analysis, which were computed using version 25 of SPSS, were utilized to analyze the data. The results of the study indicated that both groups were motivated more by their ideal self-views than their ought-to self-views. The comprehensive school group had a higher score in ideal L2 self and self-efficacy but there were no significant differences between the variables of the two groups. The results of the correlation analyses indicated that there were no statistically significant correlations detected between ought-to L2 self and self-efficacy, whereas both groups’ ideal L2 self and had a statistically significant correlation with all subcategories of self-efficacy. The implications of the present study suggest that teachers should promote reflective learning in order to enhance the learners’ ideal L2 selves so they would be more invested in their own learning process.