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Goals, attitudes and self-related beliefs in second language learning motivation : an interactive model of language learning motivation.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Goals, attitudes and self-related beliefs in second language learning motivation : an interactive model of language learning motivation. / Kormos, Judit; Kiddle, Thom; Csizér, Kata.
In: Applied Linguistics, Vol. 32, No. 5, 12.2011, p. 495.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Kormos, J, Kiddle, T & Csizér, K 2011, 'Goals, attitudes and self-related beliefs in second language learning motivation : an interactive model of language learning motivation.', Applied Linguistics, vol. 32, no. 5, pp. 495.

APA

Kormos, J., Kiddle, T., & Csizér, K. (2011). Goals, attitudes and self-related beliefs in second language learning motivation : an interactive model of language learning motivation. Applied Linguistics, 32(5), 495.

Vancouver

Kormos J, Kiddle T, Csizér K. Goals, attitudes and self-related beliefs in second language learning motivation : an interactive model of language learning motivation. Applied Linguistics. 2011 Dec;32(5):495.

Author

Kormos, Judit ; Kiddle, Thom ; Csizér, Kata. / Goals, attitudes and self-related beliefs in second language learning motivation : an interactive model of language learning motivation. In: Applied Linguistics. 2011 ; Vol. 32, No. 5. pp. 495.

Bibtex

@article{5af4b05dce864b0486dab6e39a2d1911,
title = "Goals, attitudes and self-related beliefs in second language learning motivation : an interactive model of language learning motivation.",
abstract = "In the present study we surveyed the English language learning motivations of 518 secondary school students, university students and young adult learners in the capital of Chile, Santiago. We applied multi-group structural equation modeling to analyze how language learning goals, attitudes, self-related beliefs and parental encouragement interact in shaping motivated behavior and to investigate age- and group-related differences in the internal structure of language learning motivation. We compared our findings to previous studies using similar instruments in different settings, and based on our findings, we proposed a new interactive model of language learning motivation, which consists of goal-systems, attitudes, self-efficacy beliefs and future self-guides.",
keywords = "motivation, language learning, self-concept, attitudes",
author = "Judit Kormos and Thom Kiddle and Kata Csiz{\'e}r",
year = "2011",
month = dec,
language = "English",
volume = "32",
pages = "495",
journal = "Applied Linguistics",
issn = "0142-6001",
publisher = "Oxford University Press",
number = "5",

}

RIS

TY - JOUR

T1 - Goals, attitudes and self-related beliefs in second language learning motivation : an interactive model of language learning motivation.

AU - Kormos, Judit

AU - Kiddle, Thom

AU - Csizér, Kata

PY - 2011/12

Y1 - 2011/12

N2 - In the present study we surveyed the English language learning motivations of 518 secondary school students, university students and young adult learners in the capital of Chile, Santiago. We applied multi-group structural equation modeling to analyze how language learning goals, attitudes, self-related beliefs and parental encouragement interact in shaping motivated behavior and to investigate age- and group-related differences in the internal structure of language learning motivation. We compared our findings to previous studies using similar instruments in different settings, and based on our findings, we proposed a new interactive model of language learning motivation, which consists of goal-systems, attitudes, self-efficacy beliefs and future self-guides.

AB - In the present study we surveyed the English language learning motivations of 518 secondary school students, university students and young adult learners in the capital of Chile, Santiago. We applied multi-group structural equation modeling to analyze how language learning goals, attitudes, self-related beliefs and parental encouragement interact in shaping motivated behavior and to investigate age- and group-related differences in the internal structure of language learning motivation. We compared our findings to previous studies using similar instruments in different settings, and based on our findings, we proposed a new interactive model of language learning motivation, which consists of goal-systems, attitudes, self-efficacy beliefs and future self-guides.

KW - motivation

KW - language learning

KW - self-concept

KW - attitudes

M3 - Journal article

VL - 32

SP - 495

JO - Applied Linguistics

JF - Applied Linguistics

SN - 0142-6001

IS - 5

ER -