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Description
The current study aims to examine the extent to which needs-supportive behaviors from teachers and peers predict student motivation in English language learning. A total of 135 university students in Japan participated in a questionnaire survey, and a series of statistical analyses showed distinctive roles of needs-supportive behaviors. Specifically, the results showed that teachers help boost students’ autonomous attitudes, while peers’ behaviors alleviate a lack of motivation.
Abstract section 1: Relevance
Past studies have highlighted the importance of supportive classroom environments in fostering motivation. Drawing on cognitive evaluation theory (CET), previous studies have exclusively investigated the significant role of teacher autonomy-supportive behaviors. However, as a recent meta-analysis by Slemp et al. (2024) suggests, in addition to autonomy support, competence- and relatedness-supportive behaviors have incremental effects on subsequent motivation. Moreover, although most past studies have investigated the effects of these needs-supportive behaviors from vertical sources (e.g., teachers) on students’ self-determined motivation theorized by organismic integration theory (OIT), Slemp et al. highlighted the potential unique roles of lateral sources (e.g., peers).
Abstract section 2: Contribution/research questions
Research question 1: To what extent are needs-supportive behaviors from teachers and peers associated with students’ self-determined motivation for English language learning?
Research question 2: To what extent do needs-supportive behaviors from teachers and peers predict students’ self-determined motivation for English language learning?
Abstract section 3: Content/method
A total of 135 university students in Japan voluntarily participated in a paper-based questionnaire survey. The survey consisted of 24 items for assessing six types of needs-supportive behaviors from teachers and peers, and 32 items for evaluating six types of self-determined motivation. To answer RQs, with reference to Mizumoto’s (2023) methodological guidance, we performed correlation analysis, multiple regression analysis, dominance analysis, and random forests.
Abstract section 4: Outcomes/results
Prior to addressing the RQs, we conducted factor analyses to verify the factor structure of the scales and found high internal consistency for each subscale (α > .88). Concerning RQ1, correlation analysis was conducted to capture overall relationships among variables. The results showed that autonomous types of motivation had stronger associations with six types of behaviors, compared with controlled types of motivation. As for RQ2, analyses revealed that (1) teacher autonomy- and competence-supportive behaviors accounted for larger proportions (about 50%) of autonomous types of regulations and (2) all three behaviors from peers had significant negative effects on amotivation (over 60%).
Abstract section 5: References
Mizumoto, A. (2023). Calculating the relative importance of multiple regression predictor variables using dominance analysis and random forests. Language Learning, 73(1), 161–196. https://doi.org/10.1111/lang.12518
Slemp, G. R., Field, J. G., Ryan, R. M., Forner, V. W., Van den Broeck, A., & Lewis, K. J. (2024). Interpersonal supports for basic psychological needs and their relations with motivation, well-being, and performance: A meta-analysis. Journal of Personality and Social Psychology, 127(5), 1012–1037. https://doi.org/10.1037/pspi0000459
| Title | Needs-Supportive Behaviors from Teachers and Peers |
|---|---|
| Teaching Context | College and university education |