No description available.

Man, Ming Yu. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 163-173). / Abstracts in English and Chinese; appendix also in Chinese. / ABSTRACT (ENGLISH) --- p.i / ABSTRACT (CHINESE) --- p.iv / ACKNOWLEDGEMENTS --- p.vi / TABLE OF CONTENTS --- p.viii / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background to This Study --- p.1 / Chapter 1.2 --- Purpose of This Study --- p.2 / Chapter 1.3 --- Significance of This Study --- p.3 / Chapter 1.4 --- Organization --- p.4 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.6 / Chapter 2.1 --- Introduction --- p.6 / Chapter 2.2 --- Pre-Firth and Wagner (1997) --- p.7 / Chapter 2.2.1 --- The Social Psychological Perspective --- p.7 / Chapter 2.2.2 --- The Cognitive-situated Perspective --- p.8 / Chapter 2.3 --- Post-Firth and Wagner (1997) --- p.9 / Chapter 2.3.1 --- Post-structuralist Perspective --- p.9 / Chapter 2.3.2 --- The Process-oriented Perspective --- p.12 / Chapter 2.4 --- SLA Motivation Research in FL Context --- p.14 / Chapter 2.5 --- Language Learning Context in Hong Kong --- p.18 / Chapter 2.5.1 --- English Learning Context in Hong Kong --- p.18 / Chapter 2.5.2 --- Japanese Learning Context in Hong Kong --- p.20 / Chapter 2.6 --- Empirical Studies on Language Learning in Hong Kong --- p.22 / Chapter 2.6.1 --- Empirical Studies on English Learning in Hong Kong --- p.22 / Chapter 2.6.2 --- Empirical Studies on Japanese Learning in Hong Kong --- p.25 / Chapter 2.7 --- Summary --- p.28 / Chapter CHAPTER 3 --- METHODOLOGY --- p.30 / Chapter 3.1 --- Introduction --- p.30 / Chapter 3.2 --- Research Design --- p.30 / Chapter 3.3 --- Participants --- p.31 / Chapter 3.3.1 --- Selection Criteria for the Questionnaire Survey Participants --- p.31 / Chapter 3.3.2 --- Selection Criteria for the Semi-Structured Interview Participant --- p.32 / Chapter 3.3.3 --- Demographic and Language Background --- p.33 / Chapter 3.4 --- Instrumentation --- p.40 / Chapter 3.4.1 --- Questionnaire Survey --- p.41 / Chapter 3.4.2 --- Semi-structured Interviews --- p.43 / Chapter 3.5 --- Procedures --- p.44 / Chapter 3.6 --- Data Processing and Analysis --- p.46 / Chapter 3.7 --- Validity and Reliability --- p.47 / Chapter 3.8 --- Ethics --- p.48 / Chapter 3.9 --- Limitation --- p.49 / Chapter 3.10 --- Summary --- p.50 / Chapter CHAPTER 4 --- FINDINGS´ؤSURVEYS --- p.52 / Chapter 4.1 --- The Demographic Profiles of the Participants --- p.52 / Chapter 4.2 --- Linguistic Profiles of the Participants --- p.54 / Chapter 4.3 --- The Participants´ة Travel Experiences --- p.58 / Chapter 4.4 --- Scale Reliability --- p.60 / Chapter 4.5 --- The Mean Scores for the Scales --- p.62 / Chapter 4.6 --- Correlations between the Scales --- p.64 / Chapter 4.7 --- Adjectives Used to Describe English and Japanese Languages --- p.74 / Chapter CHAPTRE 5 --- FINDINGS´ؤINTERVIEWS --- p.76 / Chapter 5.1 --- The English Language --- p.76 / Chapter 5.1.1 --- Linguistic Onset --- p.76 / Chapter 5.1.2 --- Integrativeness --- p.77 / Chapter 5.1.3 --- Attitudes towards the L2 Speakers / Community --- p.78 / Chapter 5.1.4 --- Instrumentality --- p.85 / Chapter 5.1.5 --- Attitudes towards the L2 --- p.86 / Chapter 5.1.6 --- Milieu --- p.86 / Chapter 5.1.7 --- The Classroom Learning Experience --- p.88 / Chapter 5.1.7.1 --- ELTU Courses --- p.88 / Chapter 5.1.7.2 --- Secondary School Learning Experience --- p.90 / Chapter 5.1.8 --- Cultural Interest --- p.99 / Chapter 5.1.8.1 --- Songs --- p.99 / Chapter 5.1.8.2 --- TV Programs --- p.100 / Chapter 5.1.8.3 --- Films --- p.100 / Chapter 5.1.8.4 --- Books --- p.101 / Chapter 5.1.8.5 --- Cartoons --- p.102 / Chapter 5.1.8.6 --- Other Aspects --- p.102 / Chapter 5.2 --- The Japanese Language --- p.103 / Chapter 5.2.1 --- Linguistic Onset --- p.104 / Chapter 5.2.2 --- Integrativeness --- p.105 / Chapter 5.2.3 --- Attitudes towards the L2 Speakers / Community --- p.107 / Chapter 5.2.4 --- Milieu --- p.110 / Chapter 5.2.5 --- Classroom Learning Experience --- p.112 / Chapter 5.2.6 --- Cultural Interest --- p.118 / Chapter 5.2.6.1 --- Songs --- p.118 / Chapter 5.2.6.2 --- Animation / TV drama / Comics / Films --- p.119 / Chapter 5.2.6.3 --- Electronic Games --- p.122 / Chapter 5.2.6.4 --- Web Sites --- p.122 / Chapter 5.3 --- Global Orientation --- p.123 / Chapter 5.3.1 --- "Willingnes to Travel, Work, or Study in Another Country" --- p.123 / Chapter 5.3.2 --- Exchange Programs --- p.127 / Chapter 5.3.3 --- Current Affaires --- p.128 / Chapter 5.4 --- Summary --- p.129 / Chapter CHAPTER 6 --- DISCUSSION --- p.135 / Chapter 6.1 --- Pre-actional Stage --- p.135 / Chapter 6.1.1 --- Ideal L2 Self and Integrativeness --- p.135 / Chapter 6.1.2 --- Ought-to L2 Self and Instrumentality --- p.139 / Chapter 6.2 --- Actional Stage --- p.143 / Chapter 6.3 --- Post-actional Stage --- p.148 / Chapter 6.3.1 --- Motivation Maintenance --- p.148 / Chapter 6.3.2 --- Demotivation --- p.150 / Chapter 6.4 --- Motivational Change --- p.152 / Chapter CHAPTER 7 --- CONCLUSION --- p.155 / Chapter 7.1 --- Research Questions --- p.155 / Chapter 7.1.1 --- Research Question One --- p.155 / Chapter 7.1.2 --- Research Question Two --- p.157 / Chapter 7.1.3 --- Research Question Three --- p.158 / Chapter 7.2 --- Implications --- p.159 / Chapter 7.2.1 --- For English Teachers --- p.159 / Chapter 7.2.2 --- For Japanese Teachers --- p.160 / Chapter 7.2.3 --- Limitations of the Present Study and Implications for Future Studies --- p.161 / References --- p.163 / APPENDIX A: ENGLISH L2 LEARNING MOTIVATION QUETSIONNAIRE --- p.174 / APPENDIX B: JAPANESE L2 LEARNING MOTIVATION QUETSIONNAIRE --- p.181 / APPENDIX C: GUIDED QUESTIONS FOR INTERVIEW ONE --- p.188 / APPENDIX D: APPLICATION LETTER TO THE JAPANESE SUMMER COURSE TEACHERS --- p.193 / APPENDIX E: PARTICIPANT RECRUITMENT FORM --- p.194 / APPENDIX F: QUESTIONNIARE CONSENT FORM FOR THE PARTICIPANTS --- p.195 / APPENDIX G: INTERVIEW CONSENT FORM FOR THE PARTICIPANTS --- p.196 / APPENDIX H: TRANSCRIPTIONS FOR FIRST-ROUND INTERVIEWS --- p.197 / Amanda´ةs Interview Transcription --- p.197 / Candy´ةs Interview Transcription --- p.220 / Elaine´ةs Interview Transcription --- p.242 / Katy´ةs Interview Transcription --- p.256 / Matt´ةs Interview Transcription --- p.277 / Ricky´ةs Interview Transcription --- p.292 / Sean´ةs Interview Transcription --- p.309 / Tim´ةs Interview Transcription --- p.330 / APPENDIX I: TRANSCRIPTIONS FOR SECOND-ROUND INTERVIEWS --- p.347 / Amanda´ةs Interview Transcription --- p.347 / Candy´ةs Interview Transcription --- p.357 / Elaine´ةs Interview Transcription --- p.365 / Katy´ةs Interview Transcription --- p.374 / Matt´ةs Interview Transcription --- p.384 / Ricky´ةs Interview Transcription --- p.393 / Sean´ةs Interview Transcription --- p.403 / Tim´ةs Interview Transcription --- p.413

Research has demonstrated that academic engagement is an important resource for students, promoting their learning and achievement. Less well documented is the possibility that students' classroom engagement may also be a valuable resource for their teachers, capable of influencing how teachers treat their students over time. The current study sought to examine the relationship between student motivation and teacher behavior to better understand how teachers perceive and respond to their students' classroom motivation and whether these motivational states contain diagnostic information about the types of supports students may need in order to be engaged, enthusiastic learners. The observable manifestations of motivation, engagement and disaffection, may contain valuable information about students' inner experiences that educators can use to optimize their teaching. Thus, the goal of the current study was to examine the reciprocal effects of student motivation on teachers' provision of support by using a longitudinal design, a more comprehensive assessment of behavioral and emotional engagement and disaffection, and a person-centered approach to investigate whether potential factors influencing the quality of students' classroom engagement can help inform more targeted intervention efforts. Data from 1018 3rd through 6th grade students and their teachers were used to create two sets of teacher-reported student motivation profiles, namely, a theory-driven and an empirically-derived set of profiles. Using both sets of profiles, the current study failed to provide evidence that student engagement and disaffection profiles influenced changes in the quality of support students' received from their teachers over the school year. The current study also examined whether knowledge of the motivation profile into which a student falls can tell us something meaningful about their unobservable, inner experiences or self-system processes (SSP's) such that we can use their profile to "diagnose" motivational issues stemming from these student inner experiences. Results indicated that, with one exception, students in different profiles did not report differential levels of the three SSP's; rather, if students in a given profile had low levels of one self-system process, they had low levels of all three. Finally, for two of the ten student motivation profiles, (At Risk and Checked-out) students in the high teacher support subgroup and the low teacher support subgroup experienced differential changes in their self-reported engagement from fall to spring such that the students who received the "treatment" (high levels of teacher support) started and ended higher than those who received low levels of teacher support, but also showed steeper declines over the year, because students with low teacher support started low and remained low (but did not lose any more ground) across the year. Discussion focuses on the utility and potential drawbacks of using person-centered approaches to examining student motivation and potential causes for the lack of supported hypotheses. Implications discuss the need for further research and how we can help teachers gain a more nuanced and differential view of their students' motivated actions and emotions in the classroom.

Building upon self-determination theory, this study sought to ascertain the reach of teacher autonomy support beyond its well-documented impact on student autonomy and engagement to include student competence and relatedness, as well as to parse apart specific teacher behaviors that comprise autonomy support (i.e., respect, choice, relevance, coercion) and their unique influences on the multiple motivational outcomes, surrounding the transition to middle school. These questions were examined using information from 224 fifth graders, 339 sixth graders, and 345 seventh graders attending elementary and middle schools in a predominantly Caucasian working and middle class school district. Regression analyses, predicting change in student motivation over time, revealed that students' experiences of their teachers' autonomy support in the fall predicted changes in student competence, relatedness, and engagement from fall to spring. Although teacher autonomy support was positively connected to student autonomy in correlational analyses, it did not predict changes in student autonomy from fall to spring. Unique effect analyses regressing each of these motivational outcomes on all four components of teacher autonomy-support revealed that respect, relevance, and coercion were unique predictors of each outcome concurrently, but that choice only made a unique contribution to autonomy and relatedness. Developmental patterns extracted from multiple regression analyses in all three grade samples indicate that respect is most predictive of fifth grade student motivation, respect and coercion are most salient for sixth grade motivation, and respect, coercion and relevance together are most central to seventh grade students. MANOVA analyses of mean levels showed the expected patterns of differences, namely: compared to fifth graders, sixth graders reported lower levels of teacher autonomy support (and every component) and seventh graders showed even lower levels still. Further, students reported lower levels of all four motivational outcomes with the same pattern as autonomy support differences. MANCOVA analyses examined whether grade differences in teacher autonomy support could account for this pattern of grade differences in motivational outcomes. When analyses controlled for levels of teacher autonomy support, mean levels of relatedness were no longer significantly different across grades. Although still significant, MANCOVA analyses for autonomy, competence, and engagement showed much smaller F-values when teacher autonomy-support was entered into the model. Together, these findings illustrate that teacher autonomy support does predict student competence and relatedness, in addition to autonomy and engagement. Additionally, it highlights the importance of several components of teacher autonomy support, especially for middle school students. Finally, it points to the need for further investigation on how teacher autonomy support, as an organizational construct and as separated by its components, impacts key motivational outcomes for students in different grades surrounding the middle school transition. Implications for researchers and educational practitioners are discussed.

The purpose of this research was to investigate relations between students' academic motivation, cognition, and achievement. In particular, substantial issues are investigated involving the interaction of students' academic motivation and cognition, and specifies how selected motivational and cognitive variables may influence student academic achievement. In order to do this, this study develops a causal model of student achievement which, using goal theory as a framework, incorporates both motivational and cognitive variables to account for students' academic achivement. In total, the results suggest that students' academic achievement may be both conceptualised, and operationalised, as the product of interrelations between key facilitating, motivational, and cognitive variables. Despite some limitations, the study suggests several positive directions for future research. These include, in particular, further investigation of the social goals identified, how these goals relate to students' academic cognition, and how selected social goals and strategies together influence students' academic achievement. There is also further scope to investigate the role of particular facilitating variables in 'driving' students' academic motivation and cognition. Thus, the present research provides an empirical basis from which future, complementary, research may be undertaken / Doctor of Philosophy (PhD)

The purpose of this thesis is to examine the educational outcomes of Lebanese-background students in high schools in South-western Sydney, and to investigate some of the factors contributing to their pattern of achievement. The main thrust of this study is to empirically examine in detail two factors which are strong contributors to school achievement. The first is the motivational goals of these students. The second is the Language proficiency of Lebanese-background students in their first language (Arabic) and their second lanaguage (English). The study involves quantitative analyses of two sets of questionnaires administered to all the Year 9 students in three South-western metropolitan Sydney high schools. The Year 10 School Certificate results of this same group of students was then used to measure their level of achievement. Four groups were established for comparison: the non-Lebanese-, English-, Chinese- and Vietnamese- background groups. This study is contextualized within a discussion of some of the family factors which contribute to the achievement of migrant children in schools. Of particular relevance to Lebanese-background students are the socio-economic and educational background of parents, and the historical and social context of the Lebanese in Australia. The thesis concludes by putting forth some recommendations which involve the collaborative efforts of the home, the school and the community, suggesting that part of the solution lies in this collaborative effort. Boundaries can be crossed and stereotypes changed only through a concerted effort by the three sides / Doctor of Philosophy (PhD)

This purpose of this study was to examine the motivation of first-year female Japanese university students towards university study in general and towards the study of English as a Foreign Language (EFL) in particular. The study used Maehr’s multiple goal model of Personal Investment as its theoretical basis. Two forms of a bilingual Inventory of University Motivation (IUM) were created. One refers to university study in general, the IUM-Gen; the other refers specifically to the study of EFL, the IUM-Eng. The two forms of the IUM were adaptations of McInerney’s Inventory of School Motivation (ISM) and were also translated into Japanese and then back-translated. Data from these questionnaires were collected from 501 first year university students at a Japanese women’s university and analysed using four sets of exploratory Principal Components Analyses (PCA). These analyses produced clear scales with solid loadings, thus supporting the construct validity of the instrument. Each scale had strong reliability as measured by Cronbach’s alpha. Mean scales, based on the items loading on the derived factors, were used to develop an overall motivational profile of the students. Some features of this profile contradicted strongly held beliefs about Japanese university students’ lack of motivation, as well as about their supposed collectivist qualities. Other features provided support for the argument that the study of EFL is important to female Japanese university students, suggesting that English ability is perceived as a skill which can provide them with attractive personal and professional possibilities. Multiple regression analyses were performed using the resulting scales of the IUM-Gen and IUM-Eng separately against the above outcome measures. Significant relationships were found between some of the predictor variables, the scales of the two forms of the IUM, and some of the criterion variables, the outcome measures. The three IUM-Eng subscales of Sense of Competence in English, Competition in English, and Social Concern in English (negative), and the two IUM-Gen subscales of Affiliation at University and Self-esteem at University, were the predictor variables of most significance. The results of these analyses provide support for the applicability of the theoretical model and both forms of the measurement instrument in this socio-cultural context. They also show the instrument to be very useful at extracting important predictors of academic success at studying EFL at a Japanese university, and make some important contributions to the growing research agenda in motivation in EFL. / Doctor of Philosophy (PhD)

High-ability students will provide future leadership in many fields of endeavour. However, the current practice of educating high-ability students in academically selective classes and schools may not provide the optimum environments for all such students. Big-fish-little-pond effect (BFLPE) research has demonstrated that students in high-ability environments have lower academic self-concepts than equally able students in low-ability settings. Low academic self-concepts are associated with negative educational outcomes. The present investigation aimed to extend current BFLPE theory and research by: (a) testing the BFLPE’s external validity across 41 countries to ascertain the theory’s universality; (b) testing whether the BFLPE is evident in developing countries and in collectivist countries to ascertain whether it transcends cultural and economic barriers; (c) investigating constructs that have the potential to moderate the adverse effects of the BFLPE; (d) elucidating whether upward social comparisons moderate or co-exist with the BFLPE to resolve a conflict in the literature; (e) critically analysing the relation between social comparison processes and the BFLPE to further inform theory; and (f) testing whether the BFLPE varies as a function of ability to clarify its impact on different ability levels. Three studies were conducted to achieve these aims. Study 1 assessed the BFLPE’s external validity and investigated potential BFLPE moderators. Participants were 265,180 15-year-old students who took part in the 2003 Program for International Student Assessment (PISA) (Organisation for Economic Cooperation and Development, 2005a, 2005b). The BFLPE was evident in the entire cross-national sample of 41 culturally and economically diverse countries, and individually in 38. Moderating effects emerged for socio-economic status (SES), individual differences in learning, and individual perceptions of the learning environment. However, in relation to the large sample these effects were considered small. A larger moderating effect emerged for anxiety, where the BFLPE was found to be greater for highly anxious students. Study 2 was designed to resolve an apparent contradiction between the social comparison and the BFLPE literatures. Previously published social comparison data (Blanton, Buunk, Gibbons, and Kuyper, 1999; Huguet, Dumas, Monteil, and Genestoux, 2001) were further analysed to ascertain whether the BFLPE was moderated by, or co-existed with, with the beneficial effects of upward comparisons on performance. Participants were 876 Dutch and 1,156 French students. The BFLPE was moderated for Dutch language, but for all other academic subjects it co-existed with selected upward comparisons. Study 3 assessed the effect of selected comparisons on the BFLPE. Participants were 2,015 French students. The BFLPE was found to co-exist with selected comparisons measured subjectively and when measured objectively for math. The BFLPE was moderated by comparison choice in French when measured objectively and by a performance avoidance goal orientation. The moderating effect of individual ability was tested in all three studies, but provided only small effects, inconsistent in direction. These results define the BFLPE as externally valid and universally applicable and suggest that it is not moderated by selected social comparisons. Results regarding BFLPE moderators offer practical information to inform intervention strategies that may assist high-ability students to reach their full academic potential. / Doctor of Philosophy (PhD)

Self-regulated learning theory explains how it is not only the amount of time musicians spend practising that affects achievement, but also the nature of the strategies employed. Because practice is self-directed, motivational effects on its efficiency are especially salient. One construct that has received little attention in relation to practising is self-determination theory, which interprets motivation as lying along a continuum of perceived autonomy. This mixed-methods study investigated links between motivational beliefs and self-regulated practising behaviour through a two-phase design. In Phase One, 677 music examination candidates aged 8-19 completed a questionnaire consisting of items addressing practising behaviour and perceived musical competence; in addition, the Self-Regulation Questionnaire (SRQ; Ryan & Connell, 1989) was adapted to explore intrinsic-extrinsic motives for learning an instrument. Factor analysis of the SRQ revealed five dimensions with partial correspondence to earlier research: internal, external, social, shame-related, and exam-related motives. Three practice behaviour factors consistent with self-regulated learning theory emerged: effort management, monitoring, and strategy use. Results of structural equation modelling showed that internal motivation accounted best for variance in these three types of practising behaviour, with a small added effect from competence beliefs and exam-related motivation. Phase Two consisted of observational case studies of four of the questionnaire participants preparing for their subsequent annual examination. Adolescent, intermediate-level musicians were recorded while practising at home; immediately afterwards, they watched the videotape and verbalised any recollected thoughts. The procedure concluded with a semi-structured interview and debriefing. The videotapes were analysed with The Observer Video-Pro and combined with verbal data; emerging themes were then compared with issues arising from the interviews. The observational aspect of the case studies largely confirmed the importance of three cyclical self-regulatory processes emerging from Phase One: (a) effort management and motivational self-regulation, (b) the role of self-monitoring of accuracy, and (c) the use of corrective strategies, such as structured repetition, task simplification, and vocalisation. The mixture of quantitative and qualitative methods used in the study has uncovered a rich body of information that begins to clarify the complex motivational and behavioural nature of young people practising a musical instrument.

This investigation aims to explore the attitudes of adolescents towards learning music and to gauge the extent of their involvement in the activities of playing, singing, creating and listening to music. It also seeks to determine the views of adolescents on attributions for success in various activities, including music. Beliefs about selfconcept, or self-identity, and their relationships to academic achievement and musical involvement are explored. The review of literature spans various facets of self-perception, including selfconcept, self-esteem, self-efficacy, self-regulation, and self-concept development, and considers the role of music in self-concept development. The impact of self-perceptions on motivation, which is central to learning, achievement and engagement, is also considered. The basic principles of learning, and their application to learning in music, provide the foundation for specific aspects of music learning, namely, music literacy, learning to play a musical instrument, singing, music technology and informal learning. The relationship between music learning and academic achievement is reviewed. The particular importance of music in adolescence, and adolescent attitudes to school music, provide a backdrop to the analysis of the wide-ranging factors involved in self-concept development, motivation and learning principles, thus leading to an overview of the various approaches which can facilitate the engagement of adolescents in learning in general, and in high school music in particular. A researcher-designed Survey of Musical Experiences and Self-concept was administered to Year 9 and 10 students in three high schools in metropolitan Adelaide, South Australia. Data from the survey, along with academic results, were collected from the 282 participants in the study. The data provide background information about each participant, along with their perceptions about perceived areas of strength and reasons for success in these areas. Information about involvement in musical activities was collated for all students, with approximately half of the students not studying music at school. Measures for self-esteem (Rosenberg, 1965) and perceived competence (Chan, 1993) were included in the survey. Using a mixture of qualitative and quantitative methods, the data were analysed in relation to the extent of involvement in music, attitudes to learning music, students’ attributions for success, and strengths of the relationships between musical involvement, self-concept and academic achievement. Conclusions can be drawn based on the survey data and the literature review, and these emphasise the importance of the social nature of learning and of providing opportunities for creative work in classroom activities. The most outstanding finding to be highlighted from the study was the aspect of enjoyment as a reason for achievement which appears to feature prominently in students’ responses, yet it is less widely recognised in the literature. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1321529 / Thesis (Ph.D.) -- University of Adelaide, Elder Conservatorium of Music, 2008