Uncovering Gender Differences in Motivation of EFL (English as a Foreign Language) Learners: A Person-Centered Approach (Poster 38)

• In Event: Thursday Poster Session 4:20 pm
  In Poster Session: Motivation, Social Identity, and Understudied Populations

Abstract

This study examined the motivational profiles of boys and girls and explored how these profiles were associated with basic psychological needs support, and academic achievement. 582 Chinese EFL learners were involved. Profiles were extracted from autonomous and controlled motivation. Results indicated that four distinct profiles emerged for both boys and girls: “low quantity motivation” (low autonomous and controlled motivation), “poor quality motivation” (low autonomous but high controlled motivation), “moderate motivation” (moderate autonomous and controlled motivation), and “high quantity motivation” (high autonomous and controlled motivation) EFL learners. We found there were both similarities (i.e., the same dispersion, profile distribution, associations with academic achievement) and differences (i.e., within-profile means, associations with basic psychological needs support) in motivational profiles.

Authors

• Jiajing LI, Beijing Normal University

• Ronnel B. King, Chinese University of Hong Kong

• Chuang Wang, University of North Carolina - Charlotte