L2 Motivation, Anxiety and Self-Efficacy: The Interrelationship of Individual Variables in the Secondary School Context

Autor/inn/en	Piniel, Katalin; Csizér, Kata
Titel	L2 Motivation, Anxiety and Self-Efficacy: The Interrelationship of Individual Variables in the Secondary School Context
Quelle	In: Studies in Second Language Learning and Teaching, 3 (2013) 4, S.523-550 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Second Language Learning; Individual Differences; Self Efficacy; Questionnaires; Schemata (Cognition); Structural Equation Models; Learning Motivation; Anxiety; Secondary School Students; Foreign Countries; Learning Experience; Second Language Instruction; Correlation; English (Second Language); Goodness of Fit; Measurement; Likert Scales; Statistical Analysis; Hungary + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Individueller Unterschied; Self-efficacy; Selbstwirksamkeit; Fragebogen; Cognition; Schema; Kognition; Motivation for studies; Lernmotivation; Angst; Sekundarschüler; Ausland; Lernerfahrung; Fremdsprachenunterricht; Korrelation; English as second language; English; Second Language; Englisch als Zweitsprache; Messverfahren; Likert-Skala; Statistische Analyse; Ungarn
Abstract	Our study describes the relationship of second language learning motivation, self-efficacy, and anxiety; that is, how motivation, cognition, and affect might interact during the process of second language learning. Questionnaire data were collected from 236 Hungarian students studying at various secondary schools. Structural equation modeling was used to investigate the proposed circular relationship of students' motivated learning behavior, language learning experience, self-efficacy beliefs, and both debilitating and facilitating anxiety. Our results indicate that: (a) the process of motivation is complex and influenced by other individual difference (ID) variables, and (b) the investigation of ID variables in constellations rather than in isolation seems to be more fruitful in understanding language learner differences. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://ssllt.amu.edu.pl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01