Exploring language learners' self-generated goals. Does self-concordance affect engagement and resilience?

Autor/inn/en	Henry, Alastair; Thorsen, Cecilia; Uztosun, Mehmet Sercan
Titel	Exploring language learners' self-generated goals. Does self-concordance affect engagement and resilience?
Quelle	In: System : an international journal of educational technology and applied linguistics, 112 (2023) Art. 102971, 12 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Abbildungen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0346-251X
DOI	10.1016/j.system.2022.102971
Schlagwörter	Methode; Anstrengung; Lehramtsstudent; Lehrerausbildung; Sprachenlernen; Engagement; Übereinstimmung; Türkei
Abstract	Despite the importance that goals have for language learning (Lee & Bong, 2019), little is known about the effects on learner behaviours. Combining individualized (idiographic) and standardized (nomothetic) methodologies, this study investigated whether the self-concordance of learning goals formulated at the beginning of a program of language education affected engagement and resilience at the end of the first year. Following research demonstrating the mediating roles of goal effort and goal progress (Vasalampi et al., 2009), these variables were included in the study design. Participants were 41 teacher education students on a university program in Turkey. Data was collected on four occasions over two semesters. Analyses were carried out using path modelling. Results showed that starting the program with self-concordant goals had positive ef- fects on engagement and resilience later in the year. Effects of self-concordance were mediated by goal effort and goal progress. For engagement, a direct effect of self-concordance was also found. Findings point to an important relationship between the quality of language learners' goals and L2 learning behaviours. Further, the study highlights the value of idiographic methods in goal- focused research.
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2024/1