A Causal Relationship Model Between Grade, Gender, and Motivation in Learning English of Students in The Eastern Education Service Area
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Published:
Apr 3, 2017
Keywords:
Motivation in Learning English A Causal Relationships Model Grade and Motivation in Learning English Gender and Motivation in Learning English
Main Article Content
Abstract
The purposes of this research were to develop and validate a causal relationship model between grade, gender, and motivation in learning English among students in the Eastern Education Service Area. The sample involoved 500 students who were studying in primary and secondary schools in Chonburi and Rayong Provinces selected by multi-stage random sampling. The research instrument was a motivation in learning English scale. Descriptive statistics were generated using SPSS; causal relationship modeling involes in the use of Mplus 7.31.
The results were as follows:
- The hypothetical model between grade, gender, and motivation in learning English of students in the Eastern Education Service Area indicated that grade, and gender had a direct effect on motivation in learning English. Female students were superior to male students and primary school students were superior to secondary school students.
- The hypothetical model was consistent with empiritical data. Goodness of fit statistics were: chi- square test = 49.40, df =36, p = .07, TLI = .99, CFI = .99, SRMR = .03 and RMSEA = .03. The variables in the hypothetical model accounted for 15.2 percent of the total variance of motivation in learning English.
In conclusion, the females motivated to learn English higher than the males and the primary school students motivated to learn English higher than the secondary school students.
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References
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14. Covington, M. V. 1992. Making the grade: A self-worth perspective on motivation and school reform. Cambridge: Cambridge University Press.
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16. Ghenghesh, P. (2010). The motivation of L2 learners: Does it decrease with age?. English Language
Teaching. 3 (Mar): 128.
17. Gresham, G. (2008). Mathematics anxiety and mathematics teacher efficacy in elementary pre-service teachers. Teaching Education. 19 (July): 171–184.
18. Hong-Nam, K., & Leavell, A. G. (2006). Language learning strategy use of ESL students in an intensive English learning context. System. 34 (September): 399-415.
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20. Kurita, J. A., & Zarbatany, L. (1991). Teachers’ acceptance of strategies for increasing students’ achievement motivation. Contemporary Educational Psychology. 16 (July): 241–253.
21.Kormos, J., & Csizér, K. (2008). Age‐related differences in the motivation of learning English as a foreign language: Attitudes, selves, and motivated learning behavior. Language Learning. 58 (June): 327-355.
22. Lau, K. L. (2009). Grade differences in reading motivation among Hong Kong primary and secondary students. British Journal of Educational Psychology. 79 (December): 713-733.
23. Lau, S., & Roeser, R. W. (2002). Cognitive abilities and motivational processes in high school students’ situational engagement and achievement in science. Educational Assessment. 8 (June): 139–162.
24. Lau, Shun, Liem, A. D., & Nie, Y. (2008). Task- and self-related pathways to deep learning: The mediating role of achievement goals, classroom attentiveness, and group participation. British Journal of Educational Psychology. 78 (December): 639–662.
25. Maccoby, E. E., & Jacklin, C. N. (1974). The psychology of sex differences. Vol. 1. Stanford: Stanford University Press.
26. Marsh, H. W., Craven, R., & Debus, R. (1999). Separation of competency and affect components of multiple dimensions of academic self-concept: A developmental perspective. Merrill-Palmer Quarterly: Journal of Developmental Psychology. 45 (October): 567-601.
27. Martin, A. J. (2009). Motivation and Engagement Across the Academic Life Span A Developmental Construct Validity Study of Elementary School, High School, and University/College Students. Educational and Psychological Measurement. 69 (October): 794–824.
28. Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and motivation. Journal of school Psychology. 44 (October): 351-373.
29. Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., & Urdan, T. (2000). Manual for the patterns of adaptive learning scales. Ann Arbor. 1001: 48109-1259.
30. Mori, S., & Gobel, P. (2006). Motivation and gender in the Japanese EFL classroom. System. 34 (June):194-210.
31. Muhammad, A., & Mamuna, G. (2013). Gender and Language Learning Motivation. Academic Research International. 4 (March): 266-423
32. Parker, J. C. (2007). Gender differences in the motivation to learn. Doctoral dissertation, The Evergreen State College.
33. Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory. Research, and Applications, Second Edition, Merrill Prentice Hall, Columbus, Ohio. New Jersey: Merrill Prentice Hall.
34. Robins, R. W., & Pals, J. L. (2002). Implicit self-theories in the academic domain: Implications for goal orientation, attributions, affect, and self-esteem change. Self and Identity. 1 (September): 313–336.
35. Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications. New Jersey: Pearson/Merrill Prentice Hall.
2. ภัทราวดี มากมี. (2559). การพัฒนาโมเดลการวัดประสิทธิผลองค์การภาครัฐในเขตอาเซียน: การวิเคราะห์โมเดลสมกาโครงสร้างพหุระดับ. วารสารสมาคมนักวิจัย. 21 (มกราคม-เมษายน): 34-38.
3. วิสุทธิ์ กล้าหาญ และสุชาดา กรเพชรปาณี. (2554). ความสัมพั นธ์เชิงสาเหตุของความสามารถในการปรับตัวทางการเรียนของนักเรียนชั้นมัธยมศึกษาตอนต้นในโครงการภาคภาษาอังกฤษ. วารสารวิทยาการวิจัยและวิทยาการปัญญา. 7 (เมษายน-กันยายน): 86-97.
4. วีระพงษ์ ปัญญาธนคุณ. (2553). ประชาคมอาเซียนกับแนวโน้มด้านภาษาในภูมิภาคเอเชียตะวันออกเฉียงใต้. วารสารอาเซียนศึกษา มหาวิทยาลัยวลัยลักษณ์. 1 (กันยายน-ตุลาคม). สถาบันทดสอบทางการศึกษาแห่งชาติ (องค์การมหาชน). ผลการทดสอบทางการศึกษา O-NET. [online]. เข้าถึงได้จาก:http://www.niets.or.th/th. 2557
5. Pheary Tan, สมพร สุทัศนีย์ และสุพิมพ์ ศรีพันธ์วรสกุล. (2558). การพัฒนามาตรวัดแรงจูงใจการเรียนภาษาอังกฤษสำหรับนักเรียนชั้นมัธยมศึกษาตอนปลายในราชอาณาจักรกัมพูชา. วารสารวิทยาการวิจัยและวิทยาการปัญญา. 11 (ตุลาคม-มีนาคม): 16-27.
6. Anderman, E. M., Maehr, M. L., & Midgley, C. (1999). Declining motivation after the transition to middle school: Schools can make a difference. Journal of Research & Development in Education. 32 (May): 131–147.
7. Bai, H., Wang, L., Pan, W., & Frey, M. (2009). Measuring mathematics anxiety: Psychometric analysis of a bidimensional affective scale. Journal of Instructional Psychology. 36 (September): 185-194.
8. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Henry Holt And Company.
9. Berglas, S., & Jones, E. E. (1978). Drug choice as a self-handicapping strategy in response to noncontingent success. Journal of Personality and Social Psychology. 36 (April): 405–417.
10. Bouffard, T., Marcoux, M. F., Vezeau, C., & Bordeleau, L. (2003). Changes in self‐perceptions of competence and intrinsic motivation among elementary schoolchildren. British Journal of Educational Psychology. 73 (June): 171-186.
11. Bouffard, T., Vezeau, C., & Bordeleau, L. (1998). A developmental study of the relation between combined learning and performance goals and students' self‐regulated learning. British Journal of Educational Psychology. 68 (September): 309-319
12. Carreira, J. M. (2006). Motivation for learning English as a foreign language in Japanese elementary schools. JALT JOURNAL. 28 (November): 135.
13. Castle, C. S. 1913. A statistical study of eminent women. No. 27. Washington: Science Press.
14. Covington, M. V. 1992. Making the grade: A self-worth perspective on motivation and school reform. Cambridge: Cambridge University Press.
15. Gegenfurtner, A., & Vauras, M. (2012). Age-related differences in the relation between motivation to learn and transfer of training in adult continuing education. Contemporary Educational Psychology. 37 (January): 33-46.
16. Ghenghesh, P. (2010). The motivation of L2 learners: Does it decrease with age?. English Language
Teaching. 3 (Mar): 128.
17. Gresham, G. (2008). Mathematics anxiety and mathematics teacher efficacy in elementary pre-service teachers. Teaching Education. 19 (July): 171–184.
18. Hong-Nam, K., & Leavell, A. G. (2006). Language learning strategy use of ESL students in an intensive English learning context. System. 34 (September): 399-415.
19. Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Articles. 2 (January: 58.
20. Kurita, J. A., & Zarbatany, L. (1991). Teachers’ acceptance of strategies for increasing students’ achievement motivation. Contemporary Educational Psychology. 16 (July): 241–253.
21.Kormos, J., & Csizér, K. (2008). Age‐related differences in the motivation of learning English as a foreign language: Attitudes, selves, and motivated learning behavior. Language Learning. 58 (June): 327-355.
22. Lau, K. L. (2009). Grade differences in reading motivation among Hong Kong primary and secondary students. British Journal of Educational Psychology. 79 (December): 713-733.
23. Lau, S., & Roeser, R. W. (2002). Cognitive abilities and motivational processes in high school students’ situational engagement and achievement in science. Educational Assessment. 8 (June): 139–162.
24. Lau, Shun, Liem, A. D., & Nie, Y. (2008). Task- and self-related pathways to deep learning: The mediating role of achievement goals, classroom attentiveness, and group participation. British Journal of Educational Psychology. 78 (December): 639–662.
25. Maccoby, E. E., & Jacklin, C. N. (1974). The psychology of sex differences. Vol. 1. Stanford: Stanford University Press.
26. Marsh, H. W., Craven, R., & Debus, R. (1999). Separation of competency and affect components of multiple dimensions of academic self-concept: A developmental perspective. Merrill-Palmer Quarterly: Journal of Developmental Psychology. 45 (October): 567-601.
27. Martin, A. J. (2009). Motivation and Engagement Across the Academic Life Span A Developmental Construct Validity Study of Elementary School, High School, and University/College Students. Educational and Psychological Measurement. 69 (October): 794–824.
28. Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and motivation. Journal of school Psychology. 44 (October): 351-373.
29. Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., & Urdan, T. (2000). Manual for the patterns of adaptive learning scales. Ann Arbor. 1001: 48109-1259.
30. Mori, S., & Gobel, P. (2006). Motivation and gender in the Japanese EFL classroom. System. 34 (June):194-210.
31. Muhammad, A., & Mamuna, G. (2013). Gender and Language Learning Motivation. Academic Research International. 4 (March): 266-423
32. Parker, J. C. (2007). Gender differences in the motivation to learn. Doctoral dissertation, The Evergreen State College.
33. Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory. Research, and Applications, Second Edition, Merrill Prentice Hall, Columbus, Ohio. New Jersey: Merrill Prentice Hall.
34. Robins, R. W., & Pals, J. L. (2002). Implicit self-theories in the academic domain: Implications for goal orientation, attributions, affect, and self-esteem change. Self and Identity. 1 (September): 313–336.
35. Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications. New Jersey: Pearson/Merrill Prentice Hall.
