W L Quint Oga-Baldwin

Biographic Data

ID6478815
NAMEW L Quint Oga-Baldwin
GIVEN NAMESW L Quint
FAMILY NAMEOga-Baldwin
SIGNATUREOGA-BALDWIN W L Q
AFFILIATIONSWaseda University
ORCID0000-0003-3455-6456
VERIFIEDYes
TOTAL WORKS13
TOTAL CITATIONS86
WORKS AS AUTHOR13
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2017
LATEST PUBLICATION YEAR2026
H-INDEX5

  • How teaching shapes motivations to learn across middle school subjects

    Open AccessLuke K Fryer, W L Quint Oga-BaldwinARTICLELearning and Instruction2026

    Background Middle school students' motivation to learn is critical but complex. No single theory can capture the variety of concurrent motives students experience across the range of different domains within which they need to achieve. Previous research has suggested that flexible person-centered, theoretically integrative research design which marries teaching and student learning is an important part of making advances improving our understandi…

  • Assessing vulnerable children’s wellbeing through positive environments and psychological need satisfaction

    Open AccessVictor Omar Corral Frías, W L Quint Oga-Baldwin et al.ARTICLECurrent Psychology2025

  • Validation crisitunity

    Open AccessW L Quint Oga-BaldwinARTICLEStudies in Second Language…2025

    Al-Hoorie et al. (2024: Studies in Second Language Acquisition , 1–23) illuminate a validation crisis within the second language (L2) Motivational Self System (L2MSS), revealing empirical flaws in its current measurement. Their analysis indicates a persistent lack of discriminant validity among the system’s constructs, issuing a fundamental challenge in distinguishing the concepts. These findings, echoing previous concerns, underscore a pressing …

  • Is “the L2 learning experience” simply intrinsic motivation by another name? A content validity analysis

    Open AccessW L Quint Oga-Baldwin, Ali H Al‐hoorie et al.ARTICLEStudies in Second Language…2025

    In recent years, the L2 Motivational Self System has faced increasing scrutiny over its theoretical clarity and empirical rigor. One element of this model, the L2 Learning Experience, remains ambiguously defined and theoretically underdeveloped. This study examined the content validity of the L2 Learning Experience scale and its potential overlap with intrinsic motivation, a cornerstone of self-determination theory. Using a panel of experts, we a…

  • Student perceptions of feedback and self-regulated language learning

    Open AccessYoshiyuki Nakata, W L Quint Oga-Baldwin et al.ARTICLESystem2025References: 6

    This study investigated the impact of various types of oral feedback on self-regulated language learning. The participants were 114 s-year high school students. A mixed-methods approach was used for data collection, including: (1) a questionnaire reporting retrospective perceptions of feedback received in lower secondary school; (2) a questionnaire recording current feedback experiences in high school; and (3) a follow-up questionnaire ranking id…

  • The role of trait emotional intelligence in predicting academic stress, burnout, and engagement in Japanese second language learners

    Open AccessKristopher McEown, Maya Sugita McEown et al.ARTICLECurrent Psychology2024

    The current study examined the relationship between trait emotional intelligence (TEI), academic stress, burnout, and engagement in Japanese undergraduate students learning English as a second language. One hundred eighty-four participants (females = 87, mean age = 19.7 years) completed two questionnaires, one administered at the beginning of the academic semester (i.e., baseline), and one administered at the end of the academic semester (i.e., f…

  • The structure of ability beliefs in EFL classrooms

    Open AccessEmiko Hirosawa, Yuka Kono et al.ARTICLESystem2024References: 3

    Theoretical parsimony represents one avenue forward for the study of positive psychology in language education. This study examined two well-recognized but interconnected concepts in the context of second language classrooms: academic self-efficacy rooted in Social Cognitive Theory and competence need satisfaction derived from Self Determination Theory. The investigation sought to show the distinctions and intersections in these constructs, under…

  • Motivational profiles of learners of multiple foreign languages

    Open AccessMeng Liu, W L Quint Oga-BaldwinARTICLESystem2022Cited by: 10References: 4

    Adopting a person-centred and multilingual perspective, this study drew on self-determination theory and used latent profile analysis to investigate the motivational profiles of learners of multiple foreign languages. Chinese tertiary-level students (N = 523), concurrently studying English and a language other than English (LOTE), participated in the research. Latent profile analysis identified four groups for English motivation (High Quantity, M…

  • Acting, thinking, feeling, making, collaborating

    Open AccessW L Quint Oga-BaldwinARTICLESystem2019Cited by: 29References: 5

  • Self-determination for all language learners

    Open AccessMaya Sugita McEown, W L Quint Oga-BaldwinARTICLESystem2019Cited by: 10References: 16

  • The critical role of the individual in language education

    Open AccessW L Quint Oga-Baldwin, Luke K Fryer et al.ARTICLESystem2019Cited by: 10References: 10

  • Motivating young language learners

    Open AccessW L Quint Oga-Baldwin, Yoshiyuki Nakata et al.ARTICLEContemporary Educational Psychology2017

  • Engagement, gender, and motivation

    Open AccessW L Quint Oga-Baldwin, Yoshiyuki NakataARTICLESystem2017Cited by: 27References: 5