Examining Teachers' Supports for Students' Self-Determination and Self-Regulation in Communicative Classes in China

• In Event: 64.031 - Facilitating Motivation: The Role of Parents and Teachers

Abstract

The purpose of the study was to examine whether and how teachers’ supports for Chinese English learners’ self-determined motivation and self-regulated learning might predict the latter’s learning outcomes through 1) helping students satisfy their psychological needs for intrinsic motivation, 2) promoting their self-determined motivation, 3) encouraging their use of self-regulated strategies, and 4) engaging them in class communicative activities in China. A confirmatory factor analysis and a path analysis were conducted. Participants (n = 456) were freshmen and sophomores majoring in English in a prestigious Chinese university. Data were analyzed using the Mplus software package (Muthén & Muthén, 2012-2017). Results of the path analysis supported the assumptions of the Self-Determination Theory, but not the theory of self-regulation.

Authors

• Fei Xing, Florida State University

• Jeannine E. Turner, Florida State University