Internationalization at Home: Using Learning Motivation to Predict Students' Attitudes toward Teaching in a Foreign Language

Autor/inn/en	Gorges, Julia; Kandler, Christian; Bohner, Gerd
Titel	Internationalization at Home: Using Learning Motivation to Predict Students' Attitudes toward Teaching in a Foreign Language
Quelle	In: International Journal of Educational Research, 53 (2012), S.107-116 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-0355
DOI	10.1016/j.ijer.2012.03.001
Schlagwörter	Learning Motivation; Goal Orientation; Student Attitudes; Second Language Instruction; Second Language Learning; Language Proficiency; Structural Equation Models; Foreign Countries; College Students; High School Students; English (Second Language); Self Concept; Academic Ability; Academic Achievement; Mastery Learning; Prediction; Germany + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Zielorientierung; Zielvorstellung; Schülerverhalten; Fremdsprachenunterricht; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Ausland; Collegestudent; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Selbstkonzept; Schulleistung; Vorhersage; Deutschland
Abstract	Fostering foreign language proficiency is an important goal of university teaching. We identified German university students' (N = 1265) goal orientations developed during secondary school as predictors of attitudes toward receiving instruction in English at university. Mastery goal orientation was proposed to "directly" promote positive attitudes because foreign language instruction offers an opportunity to increase language proficiency. Conversely, performance goal orientation was expected to "indirectly" promote positive attitudes via current academic self-concept of ability. Structural equation modeling yielded results consistent with these predictions. Furthermore, when controlling for students' retrospective self-concept, the effects of performance orientations on attitudes toward foreign language instruction disappeared, whereas the effect of mastery orientation remained significant. Results emphasize the importance of mastery orientation for attitudes toward learning opportunities. (Contains 3 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10