An Exploration into the Interrelation between EFL Learners’ Self-Regulated Learning, Self-Determined Motivation, and Academic Persistence
Abstract
Self-determined motivation, self-regulated learning, and academic persistence are recognized as pivotal non-cognitive factors shaping students’ academic advancement (Watts-Martinez, 2015). The increasing public interest in higher education outcomes propels researchers to explore the factors contributing to persistence and successful college completion. Motivation may function as a mediating factor between self-regulated learning and academic persistence. Despite their significance, the interrelation between these factors, particularly in the context of learning English as a foreign language, has not yet been thoroughly examined. This review delves into the theoretical foundations of this interrelation, shedding light on its importance and potential impacts, especially in non-English-speaking contexts such as Iran. The literature suggests that understanding how orientations of self-determined motivation, whether intrinsic or extrinsic, influence EFL students’ academic persistence is crucial. This gains particular significance in the context of English language education, especially at the tertiary level, warranting further analysis.
References
Acat, M. B., & Dereli, E. (2012). Preschool Teaching Students’ Prediction of Decision Making Strategies and Academic Achievement on Learning Motivations. Educational Sciences: Theory and Practice, 12(4), 2670-2678.
Allen, J. P., & Land, D. (1999). Attachment in adolescence. In J. Cassidy & P. R. Shaver (Eds.), Handbook of attachment: Theory, research, and clinical applications (pp. 319–335). The Guilford Press.
Banisaeid, M., & Huang, J. (2015). Exploring Iranian EFL learners’ perceptual learning styles preferences, language learning strategy uses and self-regulated learning strategies. International Journal on Studies in English Language and Literature, 3(3), 30-40.
Barbatis, P. (2010). Underprepared, Ethnically Diverse Community College Students: Factors Contributing to Persistence. Journal of developmental education, 33(3), 16.
Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Psychologist, 1(2), 100–112. https://doi.org/10.1027/1016-9040.1.2.100
Cabrera, A. F., Nora, A., & Castaneda, M. B. (1992). The role of finances in the persistence process: A structural model. Research in higher education, 33, 571-593. https://doi.org/10.1007/BF00973759
Castillo, L. G., Conoley, C. W., Choi-Pearson, C., Archuleta, D. J., Phoummarath, M. J., & Van Landingham, A. (2006). University environment as a mediator of Latino ethnic identity and persistence attitudes. Journal of Counseling Psychology, 53(2), 267–271. https://doi.org/10.1037/0022-0167.53.2.267
Cherry, K. (2022, May 29). What Is Self-Determination Theory? How Self-Determination Influences Motivation. Verywellmind. https://www.verywellmind.com/what-is-self-determination-theory-2795387
Covington, M. V., & Müeller, K. J. (2001). Intrinsic versus extrinsic motivation: An approach/avoidance reformulation. Educational psychology review, 13, 157-176. https://doi.org/10.1023/A:1009009219144
Davidson, W. B., Beck, H. P., & Milligan, M. (2009). The College Persistence Questionnaire: Development and validation of an instrument that predicts student attrition. Journal of College Student Development, 50(4), 373–390. https://doi.org/10.1353/csd.0.0079
de Bruin, A. B., Thiede, K. W., Camp, G., & Redford, J. (2011). Generating keywords improves metacomprehension and self-regulation in elementary and middle school children. Journal of experimental child psychology, 109(3), 294–310. https://doi.org/10.1016/j.jecp.2011.02.005
Deci, E. L., & Ryan, R. M. (1995). Human autonomy: The basis for true self-esteem. In Efficacy, agency, and self-esteem (pp. 31-49). Boston, MA: Springer US. https://doi.org/10.1007/978-1-4899-1280-0_3
Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational psychology review, 20, 391-409. https://doi.org/10.1007/s10648-008-9083-6
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language teaching, 31(3), 117-135. https://doi.org/10.1017/S026144480001315X
Harris, K. R., Danoff Friedlander, B., Saddler, B., Frizzelle, R., & Graham, S. (2005). Self-monitoring of attention versus self-monitoring of academic performance: Effects among students with ADHD in the general education classroom. The Journal of Special Education, 39(3), 145-157.
Hrbackova, K., & Suchankova, E. (2016). Self-determination approach to understanding of motivation in students of helping professions. Procedia-Social and Behavioral Sciences, 217, 688-696. https://doi.org/10.1016/j.sbspro.2016.02.120
Järvelä, S., & Järvenoja, H. (2011). Socially constructed self-regulated learning and motivation regulation in collaborative learning groups. Teachers College Record, 113(2), 350-374. https://psycnet.apa.org/record/2011-06023-005
Kanfer, F. H. (1970). Self-monitoring: Methodological limitations and clinical applications. Journal of Consulting and Clinical Psychology, 35(2), 148–152. https://doi.org/10.1037/h0029874
Kirk, D. (2017). Teaching games in physical education: towards a pedagogical model. Revista portuguesa de Ciências do Desporto. http://dx.doi.org/10.5628/rpcd.17.S1A.17
Legault, L. (2017). Self-Determination Theory. In: Zeigler-Hill, V., Shackelford, T. (eds) Encyclopedia of Personality and Individual Differences. Springer, Cham. https://doi.org/10.1007/978-3-319-28099-8_1162-1
Leppel, K. (2001). The impact of major on college persistence among freshmen. Higher Education, 41, 327-342. https://www.jstor.org/stable/3447979
Mezei, G. (2008). Motivation and Self-Regulated Learning: A Case Study of a Pre-Intermediate and an Upper-Intermediate Adult Student. WoPaLP, 2, 79-104.
Miller, W. R., & Brown, J. M. (1991). Self-regulation as a conceptual basis for the prevention and treatment of addictive behaviors. In N. Heather, W. R. Miller, & J. Greely (Eds.), Self-control and the addictive behaviours ( pp. 3 – 79). Sydney: Maxwell Macmillan
Peart-Forbes, S. G. (2004). Persistence of African American college students: Social support and university climate. Indiana University of Pennsylvania.
Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544–555. https://doi.org/10.1037/0022-0663.92.3.544
Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into practice, 41(4), 219-225. https://doi.org/10.1207/s15430421tip4104_3
Pintrich, P. R., & Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. In Wigfield, A., & Eccles, J.S., (Eds.), Development of achievement motivation (pp. 249-284). Academic Press. https://doi.org/10.1016/B978-012750053-9/50012-7
Rendón, L. I., Jalomo, R. E., & Nora, A. (2000). Theoretical considerations in the study of minority student retention in higher education. Reworking the student departure puzzle, 1, 127-156.
Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020
Ryan, R. M., & Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Saweczko, A. M. (2008). A Web of Ways: Navigating Student Persistence & Retention [Doctoral dissertation, Memorial University of Newfoundland]. St. Johns, NL, Canada.
Schunk, D.H., & Zimmerman, B.J. (Eds.). (2007). Motivation and Self-Regulated Learning: Theory, Research, and Applications (1st ed.). Routledge. https://doi.org/10.4324/9780203831076
Watts-Martinez, E. S. (2015). Students' self-determined motivation, emotional intelligence and academic persistence: An examination of second year students at a public and a private historically black university. [Doctoral dissertation, The college of William and Marry]. ProQuest dissertation publishing. https://www.proquest.com/docview/1772411066
Weiner, B. (1965). The effects of unsatisfied achievement motivation on persistence and subsequent performance 1. Journal of Personality, 33(3), 428-442. https://doi.org/10.1111/j.1467-6494.1965.tb01396.x
Wolters, C. A. (2011). Regulation of motivation: Contextual and social aspects. Teachers College Record, 113(2), 265-283. https://doi.org/10.1177/016146811111300202
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senécal, C. B., & Vallières, É. F. (1993). Academic motivation scale (AMS-C 28), college (CEGEP) version. Educational and Psychological Measurement, 52(53), 1992-1993.
Vanderstoep, S. W., Pintrich, P. R., & Fagerlin, A. (1996). Disciplinary differences in self-regulated learning in college students. Contemporary educational psychology, 21(4), 345-362. https://doi.org/10.1006/ceps.1996.0026
Wild, T. C., Enzle, M. E., Nix, G., & Deci, E. L. (1997). Perceiving others as intrinsically or extrinsically motivated: Effects on expectancy formation and task engagement. Personality and Social Psychology Bulletin, 23(8), 837-848. https://doi.org/10.1177/0146167297238005
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational psychologist, 25(1), 3-17. https://doi.org/10.1207/s15326985ep2501_2
Zumbrunn, S., Tadlock, J., & Roberts, E. D. (2011). Encouraging Self-Regulated Learning in the Classroom: A Review of the Literature. Metropolitan Educational Research Consortium (MERC), Virginia Commonwealth University. http://dx.doi.org/10.13140/RG.2.1.3358.6084
Copyright (c) 2024 Mohammad Sharafi
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the FOSTER: Journal of English Language Teaching, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with FOSTER: Journal of English Language Teaching agree to the following terms:
- Authors retain copyright and grant the FOSTER: Journal of English Language Teaching right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the FOSTER: Journal of English Language Teaching published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
.jpg)
.jpg)
1.jpg)
.jpg)
