This longitudinal study investigates (a) changes in Japanese high school English learners’ motivation over the 3 years of high school, and (b) whether their motivational changes over the high school years predict achievement at the end of high school. A questionnaire was developed drawing on the Attitude/Motivation Test Battery (Gardner, 1985) and the self-determination-theory scale (Noels, Pelletier, Clément, & Vallerand, 2000), and administered to 190 students 3 times at yearly intervals. 10 constructs were identified. Concerning (a), in general, Desire to Learn English declined in the early years of high school, whereas Motivational Intensity and Attitudes Toward Learning English increased in the later years of high school. Concerning (b), higher achievement was predicted by the growth of Motivational Intensity, Attitudes Toward Learning English, and Intrinsic Motivation and the decline of Amotivation over the high school years. The results suggested which constructs intervention should be focused on.
Michinobu Watanabe, Toin Gakuen High School, Japan
Stream: Anxiety & Motivation
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