Unconscious Motivation. Part II: Implicit Attitudes and L2 Achievement

Autor/in	Al-Hoorie, Ali H.
Titel	Unconscious Motivation. Part II: Implicit Attitudes and L2 Achievement
Quelle	In: Studies in Second Language Learning and Teaching, 6 (2016) 4, S.619-649 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Learning Motivation; Second Language Learning; Social Desirability; Predictor Variables; Student Attitudes; Academic Achievement; Self Concept; Correlation; Low Achievement; High Achievement; Profiles; Second Language Instruction; English (Second Language); Self Evaluation (Individuals); Tests; Multivariate Analysis; Measures (Individuals); Foreign Countries; Males; Anxiety; Likert Scales; Saudi Arabia; Marlowe Crowne Social Desirability Scale; State Trait Anxiety Inventory + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Zweitsprachenerwerb; Soziales Bedürfnis; Prädiktor; Schülerverhalten; Schulleistung; Selbstkonzept; Korrelation; Unterdurchschnittliche Leistung; Charakterisierung; Profilanalyse; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Examination; Prüfung; Examen; Multivariate Analyse; Messdaten; Ausland; Male; Männliches Geschlecht; Angst; Likert-Skala; Saudi-Arabien
Abstract	This paper investigates the attitudinal/motivational predictors of second language (L2) academic achievement. Young adult learners of English as a foreign language (N = 311) completed several self-report measures and the Single-Target Implicit Association Test. Examination of the motivational profiles of high and low achievers revealed that attachment to the L1 community and the ought-to L2 self were negatively associated with achievement, while explicit attitudes toward the L2 course and implicit attitudes toward L2 speakers were positively associated with it. The relationship between implicit attitudes and achievement could not be explained either by social desirability or by other cognitive confounds, and remained significant after controlling for explicit self-report measures. Explicit-implicit congruence also revealed a similar pattern, in that congruent learners were more open to the L2 community and obtained higher achievement. The results also showed that neither the ideal L2 self nor intended effort had any association with actual L2 achievement, and that intended effort was particularly prone to social desirability biases. Implications of these findings are discussed. [For "Unconscious Motivation. Part I: Implicit Attitudes toward L2 Speakers," see EJ1134374.] (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