Relationship Among Self-Regulation Variables in a Second Language Learning Context

• In Event: 49.089 - Poster Session 9
  In Poster Session: 49.089-5 - Self-Regulation in Diverse Contexts

Abstract

Consistent with a contextualist viewpoint, researchers must investigate whether the various motivational variables in self-regulated learning process operate differently across classroom contexts. This study contributes to the existing literature by examining relationship among self-regulation variables (self-efficacy, goal orientation, learning strategy and attribution) in the context of second language learning. The theoretical background of the study is based on Zimmerman's (2000) cyclical model of self-regulated learning involving three sequential phases: forethought phase, performance phase, and self-reflection phase. Structured diary was implemented along with traditional self-report instruments to capture the dynamic nature of self-regulated learning. Achievement outcomes concurrently with those self-regulated learning processes were also collected to track the reciprocal relation between self-regulated learning and achievement outcomes.

Authors

• Lu Yu, University of Arkansas

• Wen-Juo Lo, University of Arkansas