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Why Are You Learning a Second Language? Motivational Orientations and Self‐Determination Theory

2000· article· en· 1,216 citations· W2122014897 on OpenAlex· 10.1111/0023-8333.00111

Why is this work in the frame?

A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.

Canadian affiliationAn author listed a Canadian institution. This is the only route the usual frame has.

Classifier prediction

metacan-v1-d91a1de5be90

Predictions imitate two machine teachers. Scores are not calibrated prevalence probabilities.

Classifier candidate
ObservationalQualitative
Classifier consensus
ObservationalQualitative
Teacher imitation scores

Codex

Observational0.435
Qualitative0.109
Theoretical or conceptual0.008
Other design0.008
Bibliometrics0.001
Bench or experimental0.000
Simulation or modelling0.000
Randomized trial0.000
Metaresearch0.000
Non-randomized trial0.000
Open science0.000
Case report0.000
Scholarly communication0.000
Systematic review0.000
Not applicable0.000
Science and technology studies0.000
Research integrity0.000
Meta-epidemiology (narrow)0.000
Meta-epidemiology (broad)0.000
Meta-analysis0.000

Gemma

Observational0.356
Qualitative0.068
Not applicable0.016
Simulation or modelling0.003
Bench or experimental0.002
Metaresearch0.001
Bibliometrics0.001
Theoretical or conceptual0.000
Non-randomized trial0.000
Scholarly communication0.000
Case report0.000
Research integrity0.000
Randomized trial0.000
Science and technology studies0.000
Meta-epidemiology (narrow)0.000
Meta-epidemiology (broad)0.000
Open science0.000
Systematic review0.000
Meta-analysis0.000

Machine scores (provisional)

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Opus teacher head0.008
GPT teacher head0.277
Teacher spread
0.269 how far apart the two teachers sit on this one work
Validation status
score_only:v0-immature-baseline verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Abstract

As an initial step in extending Deci and Ryan' (1985) self‐determination theory to the investigation of motivation in second language (L2) learning, the first goal of our study was to assess the validity and reliability of a scale of intrinsic and extrinsic motivation for L2 learning. The second purpose was to examine the relations between these types of motivationand the four orientations discussed by Clément and Kruidenier (1983). The results generally supported the psychometric integrity of the scale. Moreover, the 7 correlated motivational subscales corresponded with different orientations. The results are discussed with reference to how intrinsic and extrinsic motivation are relevant to theorizing on the role of orientations in L2 motivation.

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.