Intrinsic motivation, extrinsic motivation, and learning English as a foreign language.

Full Abstract

The objective of this study was to examine the relationships of amotivation, extrinsic motivation, and intrinsic motivation with learning the English language. The 230 Iranian students at Shiraz University were tested using the Language Learning Orientations Scales to measure Amotivation, Extrinsic Motivation, and Intrinsic Motivation as explanatory variables. Grade point average in English exams was selected as a measure of English learning Achievement. Multiple regression analysis revealed that learning Achievement scores were predicted by scores on the Amotivation subscale, Introjected Regulation subscale, Knowledge subscale, and Stimulation subscale, whereas, the External and Identified Regulation and Accomplishment subscales did not have a significant relationship with Achievement. The results are discussed in terms of differences in Iranian context and culture.

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Author information

Author/s: Shaikholeslami, Razieh (R); Khayyer, Mohammad (M);

Affiliation: College of Education, Shiraz University, Eram Avenue, Shiraz, Iran.

Journal and publication information

Publication Type: Journal Article

Journal: Psychological reports (Psychol Rep), published in United States. (Language: eng)

Reference: 2006-Dec; vol 99 (issue 3) : pp 813-8

Dates: Created 2007/02/19; Completed 2007/03/15;

PMID: 17305201, status: MEDLINE (last retrieval date: 12/26/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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