Attitudes, Motivation, and Second Language Learning: A Meta–Analysis of Studies Conducted by Gardner and Associates
Bibliographic record
Abstract
This meta–analysis investigates the relationship of second language achievement to five attitude/motivation variables from Gardner's socioeducational model: integrativeness, attitudes toward the learning situation, motivation, integrative orientation, and instrumental orientation. These relationships were examined in studies conducted by Gardner and associates using the Attitude/Motivation Test Battery and various measures of second language achievement including self–ratings, objective tests, and grades. In total, the meta–analysis examined 75 independent samples involving 10,489 individuals. Two additional variables, availability of the language in the community and age level of the students, were examined to assess their moderating effects on the relationships. The results clearly demonstrate that the correlations between achievement and motivation are uniformly higher than those between achievement and integrativeness, attitudes toward the learning situation, integrative orientation, or instrumental orientation, and that the best estimates of the population correlations are greater than 0. Neither availability nor age had clear moderating effects.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.018 | 0.037 |
| Meta-epidemiology (narrow) | 0.002 | 0.001 |
| Meta-epidemiology (broad) | 0.007 | 0.020 |
| Bibliometrics | 0.005 | 0.005 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
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.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".