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Relationship between English Learning Motivation Types and Self-Identity Changes among Chinese Students

Gao Yihong, Zhao Yuan, Cheng Ying and Zhou Yan
TESOL Quarterly
Vol. 41, No. 1 (Mar., 2007), pp. 133-155
Stable URL: http://www.jstor.org/stable/40264334
Page Count: 23
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Relationship between English Learning Motivation Types and Self-Identity Changes among Chinese Students
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Abstract

This study investigated the relationship between English learning motivation types and self-identity changes among university students in the People's Republic of China. The sample obtained from a stratified sampling consisted of 2,278 undergraduates from 30 universities in 29 regions. The instrument was a Likert-scale questionnaire which included 30 items of motivation types based on free responses, and 24 items of self-identity changes in six predefined categories: selfconfidence, subtractive, additive, productive, split, and zero changes. An exploratory factor analysis revealed seven motivation types: intrinsic interest, immediate achievement, individual development, information medium, going abroad, social responsibility, and learning situation. A canonical correlation test found that motivation types and self-identity changes were correlated through four pairs of canonical variables. Among these, intrinsic interest was correlated with productive and additive changes, individual development with self-confidence change, social responsibility with productive and split changes. Theoretical and pedagogical implications of the results are discussed.

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