Effects of L2 Learning Orientations and Implementation Intentions on Self-Regulation
Bibliographic Data
| ID | 13670244 |
|---|---|
| Authors | Wen-Ta Tseng (0000-0001-5673-5944, National Taiwan Normal University, Taipei City, Taiwan, corresponding author), Yu-jen Chang (National Taiwan Normal University, Taipei City, Taiwan), Hsing-Fu Cheng (0000-0002-5385-9391, Ming Chuan University, Taoyuan City, Taiwan) |
| Year | 2015 |
| Volume | 117 |
| Issue | 1 |
| Pages | 319-339 |
| Publication date | 2015-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/11.04.pr0.117c15z2 |
| PMID | 26241097 |
| OpenAlex | W2178782446 |
| Language | EN |
| Citations received | 3 |
| References cited | 35 |
In this study, a classic L2 learning orientation framework and a multi-faceted implementation intention construct were used to predict self-regulation. Attention was particularly paid to the way in which different types of implementation intentions predicted the self-regulatory capacity. A two-phase research design was executed. A pilot was conducted to ensure the reliability and validity of the scales. In the main study, a series of regression analyses examined the links among the variables of interest. The modeling results indicated that the effects of the integrative and instrumental orientations were substantially diminished after the implementation intentions were incorporated into the orientation structure. The empirical findings strongly suggest the need for L2 learners to utilize strategic planning in response to situational and temporal cues in the process of goal pursuit. Further discussions focused on the effects of both orientations and implementation intentions on the self-regulatory capacity in language learning
Cognitive psychology · Construct (python library · Goal Orientation · Machine learning · Orientation (vector space · Regression analysis · Reliability (semiconductor · Situational ethics · Structural equation modeling · Applied Psychology · Computer Science · Innovative Teaching and Learning Methods · Job Satisfaction and Organizational Behavior · Knowledge Management and Sharing · Psychology · Social Psychology
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A social cognitive view of self-regulated academic learning.
Individual Differences in Second Language Learning
The Role of Goal Orientation in Self-Regulated Learning
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Intention—Behavior Relations
Measuring Intention in Language Learning
Self-Instruction in Language Learning
The Interaction of Motivation, Self‐Regulatory Strategies, and Autonomous Learning Behavior in Different Learner Groups
Implementation intentions
Motivational variables in second-language acquisition
Conceptualizing Motivation in Foreign-Language Learning
A Critical Appraisal of Gardner's Social-Psychological Theory of Second-Language (L2) Learning
Toward a Model of Motivated Vocabulary Learning
Motivation to Learn and Language Proficiency
Attitudes, Motivation, and Second Language Learning
Language Learners' Motivational Profiles and Their Motivated Learning Behavior
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,38 |
| Citation span | 2018 - 2019 (2) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |