What Do They Actually Need? An Investigation of English Learning Motivation of the Underprivileged Students
Bibliographic record
Abstract
Motivation plays an indispensable role in education because it directs students’ behaviour toward goals; enhances cognitive processing which leads to effort and persistence in learning activities; and determines what learning behaviours should be enforced and brings learning outcomes. To the underprivileged students, what is the meaning of learning English? Why do they need to get English Language education? What drives them to learn English? To answer these questions, this paper has established a framework of learning motivation to profile the English learning motivation of the underprivileged students. Based on the proposed framework, a questionnaire has been developed. Over 2800 adolescents responded to the questionnaire. Data analysis included two procedures: Principle Components Analysis and Exploratory Factor Analysis were employed. According to the results found in this study, parental-teacher influence, extrinsic values and self-perception on own abilities are the most significant factors influencing the English learning motivation of the underprivileged.
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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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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".