The purpose of this study was to examine relationships among basic psychological needs, learning support needs, self-regulated learning strategies, study time, and test scores in Japanese learners of Chinese. Self-determination theory posits four psychological needs: curiosity, autonomy, competence, and relatedness. This study explored the relationships among the four psychological needs satisfaction, learning support needs satisfaction in Chinese classes, Chinese learning strategies, and performance based on self-determination theory and self-regulated learning theory. First year and second year Japanese university students (N=219) completed questionnaires regarding studying the Chinese language and took examinations in Chinese. Learning support needs contained six subscales: conversation, vocabulary, culture and history, cooperative approach, communicative approach, and grammatical approach. Language learning strategies contained six subscales: remembering, cognitive, compensating, metacognitive, affective, and social. The results showed that communicative approach and grammatical approach were positively related to study time and test scores. Three psychological needs, curiosity, autonomy, and competence, were positively related to study time and test scores. Five learning strategies, remembering, cognitive, compensating, metacognitive, and affective, were positively related to study time. Just one learning strategy, cognitive, was positively related to test scores. A relationship between study time and test score was not found. These findings clarified significant motivational factors in learning Chinese. Implications for educational practice were discussed from the view of self-regulated learning and self-determination theory.
Takamichi Ito, Kyoto University of Education, Japan
Song Wang, Kwansei Gakuin University, Japan
Hui Sun, Kwansei Gakuin University, Japan
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