Exploring the Motivation-Engagement Link: the Moderating Role of Positive Emotion
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| Title: | Exploring the Motivation-Engagement Link: the Moderating Role of Positive Emotion |
|---|---|
| Language: | English |
| Authors: | Liu, Meng (ORCID |
| Source: | Journal for the Psychology of Language Learning. 2022 4(1). |
| Availability: | International Association for the Psychology of Language Learning. 1114 W Call Street, College of Education, Florida State University, Tallahassee, FL 32306. e-mail: jpll.editors@gmail.com; Web site: http://jpll.org/index.php/journal |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Motivation, Learner Engagement, Positive Attitudes, Psychological Patterns, Second Language Learning, English (Second Language), French, College Students, Foreign Countries, Multilingualism |
| Geographic Terms: | China |
| ISSN: | 2642-7001 |
| Abstract: | In self-determination theory (SDT), the role of positive emotion in the motivational process is undertheorized. Most previous research considered emotion as an outcome variable, rather than a main construct of the motivational process. There is, however, some evidence in domains outside language learning suggesting that positive emotion moderates the motivation-engagement link. The extent to which this could be applied to the domain of language learning remains unknown. Therefore, this study aimed to examine the role of positive emotion as a moderator of the motivational process of language learning. Moreover, a comparative multilingual perspective was adopted to better understand simultaneous language learning. Specifically, this study assessed whether positive emotion moderated the relationship between two types of motivation (i.e., autonomous and controlled motivation) and behavioral engagement in two foreign languages. A sample of 108 Chinese university students concurrently learning English as L2 and French as L3 participated in the survey study. Results of regression analysis suggest the differential role of positive emotion and motivation in English and French: For French learning, positive emotion served as a moderator that optimized the motivation-engagement link (i.e., positive interaction between emotion and motivation). For English learning, no moderating effect was discovered, with positive emotion being the significant and strong predictor of engagement. The findings supplied initial evidence of the potential role of positive emotion as a moderator of the motivation-engagement link, contributing to the theoretical incorporation of emotion as a more central player in the motivational process proposed by SDT. The differential role of positive emotion and motivation in learning English and languages other than English points to the value of a multilingual comparative perspective to uncovering the language-specific characteristics of the motivational processes. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1352540 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1352540 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1352540 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring the Motivation-Engagement Link: the Moderating Role of Positive Emotion – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Liu%2C+Meng%22">Liu, Meng</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8323-2699">0000-0001-8323-2699</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+for+the+Psychology+of+Language+Learning%22"><i>Journal for the Psychology of Language Learning</i></searchLink>. 2022 4(1). – Name: Avail Label: Availability Group: Avail Data: International Association for the Psychology of Language Learning. 1114 W Call Street, College of Education, Florida State University, Tallahassee, FL 32306. e-mail: jpll.editors@gmail.com; Web site: http://jpll.org/index.php/journal – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 18 – Name: DatePubCY Label: Publication Date Group: Date Data: 2022 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Attitudes%22">Positive Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22French%22">French</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2642-7001 – Name: Abstract Label: Abstract Group: Ab Data: In self-determination theory (SDT), the role of positive emotion in the motivational process is undertheorized. Most previous research considered emotion as an outcome variable, rather than a main construct of the motivational process. There is, however, some evidence in domains outside language learning suggesting that positive emotion moderates the motivation-engagement link. The extent to which this could be applied to the domain of language learning remains unknown. Therefore, this study aimed to examine the role of positive emotion as a moderator of the motivational process of language learning. Moreover, a comparative multilingual perspective was adopted to better understand simultaneous language learning. Specifically, this study assessed whether positive emotion moderated the relationship between two types of motivation (i.e., autonomous and controlled motivation) and behavioral engagement in two foreign languages. A sample of 108 Chinese university students concurrently learning English as L2 and French as L3 participated in the survey study. Results of regression analysis suggest the differential role of positive emotion and motivation in English and French: For French learning, positive emotion served as a moderator that optimized the motivation-engagement link (i.e., positive interaction between emotion and motivation). For English learning, no moderating effect was discovered, with positive emotion being the significant and strong predictor of engagement. The findings supplied initial evidence of the potential role of positive emotion as a moderator of the motivation-engagement link, contributing to the theoretical incorporation of emotion as a more central player in the motivational process proposed by SDT. The differential role of positive emotion and motivation in learning English and languages other than English points to the value of a multilingual comparative perspective to uncovering the language-specific characteristics of the motivational processes. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2022 – Name: AN Label: Accession Number Group: ID Data: EJ1352540 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1352540 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 18 Subjects: – SubjectFull: Student Motivation Type: general – SubjectFull: Learner Engagement Type: general – SubjectFull: Positive Attitudes Type: general – SubjectFull: Psychological Patterns Type: general – SubjectFull: Second Language Learning Type: general – SubjectFull: English (Second Language) Type: general – SubjectFull: French Type: general – SubjectFull: College Students Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Multilingualism Type: general – SubjectFull: China Type: general Titles: – TitleFull: Exploring the Motivation-Engagement Link: the Moderating Role of Positive Emotion Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Liu, Meng IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2022 Identifiers: – Type: issn-electronic Value: 2642-7001 Numbering: – Type: volume Value: 4 – Type: issue Value: 1 Titles: – TitleFull: Journal for the Psychology of Language Learning Type: main |
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