Relationship of Type of Motivation and Perceived Success of International Students.

Autor/in	Li, Hongru
Titel	Relationship of Type of Motivation and Perceived Success of International Students.
Quelle	(1989), (22 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Bilingualism; Foreign Nationals; Foreign Students; Graduate Students; Higher Education; Language of Instruction; Language Proficiency; Motivation; Second Languages + Suchen Sie Ihr Suchwort? Schulleistung; Bilingualismus; Ausländer; Ausländerin; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching language; Unterrichtssprache; Language skill; Language skills; Sprachkompetenz; psychologische; Motivation (psychologisch); Second language; Zweitsprache
Abstract	Information is presented on a study determining the degree to which international graduate students studying in the United States reported different systems of motivation. The relationships between the postulated systems of motivation and self-perceptions of adequacy of language in academic study and in the broader life of the cultures were explored. The subjects were 84 graduate students whose native language is not English and who have studied at the State University of New York at Albany for at least a year. Students came from 27 different countries including China, India, Germany, Taiwan, Japan, Indonesia, Spain, South Korea, and Cyprus. Students were mailed a questionnaire, and based on responses, three motivation groups were formed (intrinsic, balanced, and instrumental). Results indicate that the intrinsic group generally ranked themselves higher in the non-academic than in the academic area, while the instrumental group rated their skills in the non-academic area lower than the students in both the balanced and instrumental group. In regard to travel, most students in the intrinsic group considered increasing their knowledge of American culture, history, and geography as a very important purpose. In the instrumental group, only 18 out of 44 rated the purpose as very important. In contrast, 13 students in the instrumental group thought keeping ties with people from the home country and adding knowledge to their curriculum and learning course was very important. Five tables are included. Contains 8 references. (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC