Self-concept and intrinsic motivation in foreign language learning: The connection between flow and the L2 self
An increasingly globalized economy requires a workforce with multilingual capability. However, the United States education system has de-emphasized foreign language learning, such as in the No Child Left Behind Act (NCLB), hurting the recruitment and retention of foreign language learners. To compen...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-12-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2022.975163/full |
| _version_ | 1811291269073207296 |
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| author | Jacob M. Marszalek Diane Balagna Alissa K. Kim Shivani A. Patel |
| author_facet | Jacob M. Marszalek Diane Balagna Alissa K. Kim Shivani A. Patel |
| author_sort | Jacob M. Marszalek |
| collection | DOAJ |
| description | An increasingly globalized economy requires a workforce with multilingual capability. However, the United States education system has de-emphasized foreign language learning, such as in the No Child Left Behind Act (NCLB), hurting the recruitment and retention of foreign language learners. To compensate, educators may be able to increase the retention of foreign language learners by fostering intrinsic motivation, but not much currently is known about relevant factors. The present study examined the association of intrinsic motivation and one relevant factor, dispositional flow, in foreign language learners. A sample of 116 foreign language learners was administered the L2 Motivational Self Scale and the Dispositional Flow Scale-2. Good evidence of construct validity was obtained for the scale scores, and a significant positive correlation of.45 was found between the constructs using confirmatory factor analysis. The results suggest dispositional flow is an important factor to consider for increasing intrinsic motivation in foreign language learners. |
| first_indexed | 2024-04-13T04:26:53Z |
| format | Article |
| id | doaj.art-722eb5eb4ef243638ff6b4b980a4a018 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-04-13T04:26:53Z |
| publishDate | 2022-12-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-722eb5eb4ef243638ff6b4b980a4a0182022-12-22T03:02:28ZengFrontiers Media S.A.Frontiers in Education2504-284X2022-12-01710.3389/feduc.2022.975163975163Self-concept and intrinsic motivation in foreign language learning: The connection between flow and the L2 selfJacob M. Marszalek0Diane Balagna1Alissa K. Kim2Shivani A. Patel3Department of Psychology, University of Missouri-Kansas City, Kansas City, MO, United StatesDivision of Teacher Education and Curriculum Studies, University of Missouri-Kansas City, Kansas City, MO, United StatesDepartment of Psychology, University of Missouri-Kansas City, Kansas City, MO, United StatesDepartment of Psychology, University of Missouri-Kansas City, Kansas City, MO, United StatesAn increasingly globalized economy requires a workforce with multilingual capability. However, the United States education system has de-emphasized foreign language learning, such as in the No Child Left Behind Act (NCLB), hurting the recruitment and retention of foreign language learners. To compensate, educators may be able to increase the retention of foreign language learners by fostering intrinsic motivation, but not much currently is known about relevant factors. The present study examined the association of intrinsic motivation and one relevant factor, dispositional flow, in foreign language learners. A sample of 116 foreign language learners was administered the L2 Motivational Self Scale and the Dispositional Flow Scale-2. Good evidence of construct validity was obtained for the scale scores, and a significant positive correlation of.45 was found between the constructs using confirmatory factor analysis. The results suggest dispositional flow is an important factor to consider for increasing intrinsic motivation in foreign language learners.https://www.frontiersin.org/articles/10.3389/feduc.2022.975163/fullflowL2 selfmotivationconfirmatory factor analysisforeign language learningself-concept |
| spellingShingle | Jacob M. Marszalek Diane Balagna Alissa K. Kim Shivani A. Patel Self-concept and intrinsic motivation in foreign language learning: The connection between flow and the L2 self Frontiers in Education flow L2 self motivation confirmatory factor analysis foreign language learning self-concept |
| title | Self-concept and intrinsic motivation in foreign language learning: The connection between flow and the L2 self |
| title_full | Self-concept and intrinsic motivation in foreign language learning: The connection between flow and the L2 self |
| title_fullStr | Self-concept and intrinsic motivation in foreign language learning: The connection between flow and the L2 self |
| title_full_unstemmed | Self-concept and intrinsic motivation in foreign language learning: The connection between flow and the L2 self |
| title_short | Self-concept and intrinsic motivation in foreign language learning: The connection between flow and the L2 self |
| title_sort | self concept and intrinsic motivation in foreign language learning the connection between flow and the l2 self |
| topic | flow L2 self motivation confirmatory factor analysis foreign language learning self-concept |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2022.975163/full |
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