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Permanent link (DOI): https://doi.org/10.7939/R3DH48

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Accommodating to the Learning Environment: Secondary Control, Academic Motivation, and Language Learning Outcomes in Two Cultures. Open Access

Descriptions

Other title
Subject/Keyword
motivation
language learning
secondary control
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Chaffee, Kathryn E
Supervisor and department
Noels, Kimberly (Psychology)
Examining committee member and department
Rossiter, Marian (Educational Psychology)
Masuda, Takahiko (Psychology)
Nicoladis, Elena (Psychology)
Department
Department of Psychology
Specialization

Date accepted
2013-08-26T15:30:06Z
Graduation date
2013-11
Degree
Master of Science
Degree level
Master's
Abstract
This study proposes to identify how secondary control, which involves adjusting the self to accommodate the environment, fits into the framework of Self-Determination Theory for both Canadian and Japanese second language students. It was hypothesized that secondary control via positive reappraisals of a negative situation (i.e., having an authoritarian language instructor) would moderate the relation between perceptions of the teacher and students’ motivation and affect. Correlational analyses of the questionnaire responses of 154 Canadian university students and 158 Japanese university students asking them about their experiences in a foreign or second language class revealed that the use of secondary control via positive reappraisals is associated with higher need satisfaction and more self-determined motivation in both Canada and Japan. Contrary to expectations, moderation effects of secondary control were not found. These findings indicate that secondary control via positive reappraisals can be a helpful strategy for maintaining students’ language learning motivation.
Language
English
DOI
doi:10.7939/R3DH48
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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