Self-Determined Engagement in Language Learning: The Relations among Autonomy-Support, Psychological Needs, and Engagement

Ali Dincer; Savaş Yeşilyurt; Kimberly A. Noels

Research Article

Self-Determined Engagement in Language Learning: The Relations among Autonomy-Support, Psychological Needs, and Engagement

Year 2019, Volume: 8 Issue: 4, 1130 - 1147, 20.12.2019

Ali Dincer , Savaş Yeşilyurt , Kimberly A. Noels

Abstract

Classroom
engagement as a multi-dimensional concept has received considerable attention
nowadays in educational research, but there is limited research in language
learning. Grounded in self-determination theory and self-system model of
motivational development, this study investigates the role of action component
of the motivational system, classroom engagement in English as a foreign
language (EFL) classrooms. It tests a mediation model among the variables,
context (perceived teacher autonomy-support), self (psychological needs) and
action (classroom engagement in language classrooms) with a cross-sectional
survey design. A total of 412 EFL learners completed scales of the variables.
Study findings indicated that learners’ classroom engagement was directly
predicted by learners’ basic psychological needs, and indirectly by an
autonomy-supportive context. Also, classroom engagement was directly predicted
by perceived teacher autonomy-support in this model. The study highlights the
pivotal role of learners’ self and the importance of language teachers in this
relationship. It helps in understanding classroom engagement and its potential
contribution to the quality of learning. It has implications for language
teachers and educators and suggests that they should adopt autonomy-supportive
behaviours to actively engage learners in learning in the language classroom.

Keywords

Autonomy-Support, Psychological Needs, Engagement, Motivation, Language Learning

Supporting Institution

TUBİTAK, Social Sciences and Humanities Research Council of Canada

Thanks

The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Financial support for this project was gratefully received from the Research Fellowship Programmes of the Scientific and Technological Research Council of Turkey (TUBITAK) to the first author and the Social Sciences and Humanities Research Council of Canada to the third author.

References

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Bandalos, D. L., & Finney, S. J. (2010). Factor analysis: Exploratory and confirmatory. In G. R. Hancock & R. O. Mueller (Eds.), The reviewer’s guide to quantitative methods in the social sciences (pp. 93-114). New York, NY: Routledge.
Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84(6), 740–756. doi: 10.1002/1098-237X(200011)84:6<740::AID-SCE4>3.0.CO;2-3
Carreira, J. M., Ozaki, K., & Maeda, T. (2013). Motivational model of English learning among elementary school students in Japan. System, 41(3), 706-719. doi: 10.1016/j.system.2013.07.017
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Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. R. Gunnar, & L. A. Sroufe (Eds.), Self processes in development: Minnesota symposium on child psychology (pp. 43-77). Hillsdale, UK: Lawrence Erlbaum Associates. Dincer, A. (2014). Antecedents and outcomes of self-determined engagement in Turkish EFL classrooms: A mixed method approach (Unpublished doctoral thesis). Ataturk University, Erzurum, Turkey.
Dincer, A., Yesilyurt, Y., & Demiröz, H. (2017). Multidimensional classroom engagement in EFL contexts. In D. Köksal (Ed.), Researching ELT: Classroom methodology and beyond (pp. 91-102). New York, NY: Peter Lang.
Dincer, A., Yeşilyurt, S., Noels, K. A., & Vargas Lascano, D. I. (2019). Self-determination and classroom engagement of EFL learners: A mixed-methods study of the self-system model of motivational development. SAGE Open, 9(2), 1-15. doi: 10.1177/2158244019853913
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum Press.
Eccles, J. S. (2016). Engagement: Where to next? Learning and Instruction, 43, 71-75. doi: 10.1016/j.learninstruc.2016.02.003
Eccles, J., & Wang, M.T. (2012). So What Is Student Engagement Anyway? In: S.L., Christenson, A.L. Reschly, & C. Wylie (Eds.) (2012). The handbook of research on student engagement (pp. 133-148). New York: Springer Science.
Harper, S .R. & Quaye, S .J. (Eds.) (2009). Student engagement in higher education. New York & London: Routledge.
Fredricks, J. A., Blumenfeld, P., Friedel, J., & Paris, A. (2005). School engagement. In K. A. Moore, & L. H. Lippman (Eds.), What do children need to flourish?: Conceptualizing and measuring indicators of positive (pp. 305-321). New York, NY: Springer.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. doi: 10.3102/00346543074001059
Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95, 148-162. doi: 10.1037/0022-0663.95.1.148
Gall, M. D., Gall, J. P. & Borg, W. R. (2007). Educational Research: An introduction. 8th. Boston: Pearson/Allyn & Bacon.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold Publishers.
Gardner, R. C. (2010). Motivation and second language acquisition: The socio-educational model. New York, NY: Peter Lang.
He, Y. C. (2009). Self-determination among adult Chinese English language learners: The relationship among perceived autonomy support, intrinsic motivation, and engagement (Unpublished doctoral dissertation). University of Southern California, California, US.
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. doi: 10.1080/10705519909540118
Jang, H., Kim, E. J., & Reeve, J. (2012). Longitudinal test of self-determination theory’s motivation mediation model in a naturally-occurring classroom context. Journal of Educational Psychology, 104(4), 1175–1188. doi: 10.1037/a0028089
Jang, H., Kim, E. J., & Reeve, J. (2016). Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model. Learning and Instruction, 43, 27-38. doi: 10.1016/j.learninstruc.2016.01.002
Jang, H., Reeve, J., & Halusic, M. (2016). A new autonomy-supportive way of teaching that increases conceptual learning: Teaching in students’ preferred ways. Journal of Experimental Education, 84(4), 686–701. doi: 10.1080/ 00220973.2015.1083522
Jang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students? Journal of Educational Psychology, 101(3), 644-661. doi: 10.1037/a0014241
Kahu, E. R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758-773. doi: 10.1080/03075079.2011.598505
Kaplan, H. (2018). Teachers’ autonomy support, autonomy suppression and conditional negative regard as predictors of optimal learning experience among high-achieving Bedouin students. Social Psychology of Education, 21(1), 223-255. doi: 10.1007/s11218-017-9405-y
Kline, R. B. (2010). Principles and practice of structural equation modeling (3rd ed.). New York: Guilford Press.
Matos, L., Reeve, J., Herrera, D., & Claux, M. (2018). Students' agentic engagement predicts longitudinal increases in perceived autonomy-supportive teaching: The squeaky wheel gets the grease. The Journal of Experimental Education, 86(4), 579-596.doi: 10.1080/00220973.2018.1448746
Mitchell, I., & Carbone, A. (2011). A typology of task characteristics and their effects on student engagement. International of Educational Research, 50(5–6), 257–270. doi: 10.1016/j.ijer.2011.05.001
Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self- determination theory to educational practice. Theory and Research in Education, 7(2), 133–144. doi: 10.1177/1477878509104318
Noels, K. A. (2009). The internalisation of language learning into the self and social identity. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 295–313). Bristol, UK: Multilingual Matters.
Noels, K. A. (2015). Supporting students’ self-determined motivation to learn languages. Contact, 41, 21-32. Noels, K. A., Chaffee, K. E., Lou, N. M., & Dincer, A. (2016). Self-determination, engagement, and identity in learning German: Some directions in the psychology of language learning motivation. Fremdsprachen Lehren und Lernen, 45(2), 12-29.
Noels, K. A., Vargas Lascano, D. I., Lou, N. M., Chaffee, K. E., Dincer, A., Zhang, Y. S. D., & Zhang, X. J. (in press). Self-determination and motivated engagement in language learning. In M. Lamb, K. Csizér, A, Henry, & S. Ryan (Eds.), The Palgrave MacMillan handbook of motivation for language learning. Basingstoke, UK: Palgrave MacMillan.
Noels, K. A., Vargas Lascano, D. I., & Saumure, K. (2019). The development of self-determination across the language course: Trajectories of motivational change and the dynamic interplay of psychological needs, orientations, and engagement. Studies in Second Language Acquisition. Advance online publication. doi: 10.1017/S0272263118000189
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Yabancı Dil Sınıflarında Öz-Belirlemeci Ders Katılımı: Özerklik-Desteği, Psikolojik İhtiyaçlar ve Ders Katılımı Arasındaki İlişkiler

Year 2019, Volume: 8 Issue: 4, 1130 - 1147, 20.12.2019

Ali Dincer , Savaş Yeşilyurt , Kimberly A. Noels

Abstract

Çok boyutlu bir
kavram olan ders katılımı, son günlerde eğitim araştırmalarında büyük ilgi
görse de bu konuyla ilgili yabancı dil öğreniminde yeterli çalışma yoktur.
Öz-belirleme teorisi ve öz sistem motivasyonel gelişim modeline dayanan bu
çalışma, motivasyonel benlik sisteminin eylem bileşeni olan ders katılımının
İngilizcenin yabancı dil olarak öğretildiği sınıflardaki rolünü
araştırmaktadır. Çalışma, öğrenme ortamı (algılanan öğretmen özerklik desteği),
öz-benlik (psikolojik ihtiyaçlar) ve eylem (dil sınıflarında ders katılımı)
arasındaki ilişkileri aracı değişken modeli ile test etmektedir. Çalışmaya, 412
İngilizce öğrencisi katılmış olup değişkenlerle ilgili anketleri
doldurmuşlardır. Araştırma sonuçları, öğrencilerin ders katılımının öğrencilerin
temel psikolojik ihtiyaçları tarafından doğrudan ve özerklik destekli sınıf
ortamı tarafından da dolaylı olarak yordandığını göstermiştir. Ayrıca,
algılanan öğretmen özerklik desteği, ders katılımını dolaysız olarak
yordamaktadır. Çalışma sonuçları ders katılımında öğrencilerin benlik
sisteminin rolünü ve öğretmenlerin dil öğrenimindeki önemini vurgulamaktadır. Çalışma,
yabancı dil sınıflarında ders katılımının öğrenme kalitesine olan katkısını
anlamamıza yardımcı olmaktadır. Ayrıca, yabancı dil öğretmenleri ve
eğitimcilerine öğrencilerin derste aktif katılımının artırılması için
öğretmenlerin özerklik destekleyici öğretmen davranışları benimsemeleri
gerektiğini önermektedir.

Keywords

Özerklik Desteği, Psikolojik İhtiyaçlar, Ders Katılımı, Motivasyon, Dil Öğrenimi

References

Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours predicting students' engagement in schoolwork. British Journal of Educational Psychology, 72(2), 261-278. doi: 10.1348/000709902158883
Bandalos, D. L., & Finney, S. J. (2010). Factor analysis: Exploratory and confirmatory. In G. R. Hancock & R. O. Mueller (Eds.), The reviewer’s guide to quantitative methods in the social sciences (pp. 93-114). New York, NY: Routledge.
Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84(6), 740–756. doi: 10.1002/1098-237X(200011)84:6<740::AID-SCE4>3.0.CO;2-3
Carreira, J. M., Ozaki, K., & Maeda, T. (2013). Motivational model of English learning among elementary school students in Japan. System, 41(3), 706-719. doi: 10.1016/j.system.2013.07.017
Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). (2012). Handbook of research on student engagement. New York, NY: Springer. doi:10.1007/978-1-4614-2018-7 Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th Ed.). NY: Routedge. doi: 10.4324/9780203029053
Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. R. Gunnar, & L. A. Sroufe (Eds.), Self processes in development: Minnesota symposium on child psychology (pp. 43-77). Hillsdale, UK: Lawrence Erlbaum Associates. Dincer, A. (2014). Antecedents and outcomes of self-determined engagement in Turkish EFL classrooms: A mixed method approach (Unpublished doctoral thesis). Ataturk University, Erzurum, Turkey.
Dincer, A., Yesilyurt, Y., & Demiröz, H. (2017). Multidimensional classroom engagement in EFL contexts. In D. Köksal (Ed.), Researching ELT: Classroom methodology and beyond (pp. 91-102). New York, NY: Peter Lang.
Dincer, A., Yeşilyurt, S., Noels, K. A., & Vargas Lascano, D. I. (2019). Self-determination and classroom engagement of EFL learners: A mixed-methods study of the self-system model of motivational development. SAGE Open, 9(2), 1-15. doi: 10.1177/2158244019853913
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum Press.
Eccles, J. S. (2016). Engagement: Where to next? Learning and Instruction, 43, 71-75. doi: 10.1016/j.learninstruc.2016.02.003
Eccles, J., & Wang, M.T. (2012). So What Is Student Engagement Anyway? In: S.L., Christenson, A.L. Reschly, & C. Wylie (Eds.) (2012). The handbook of research on student engagement (pp. 133-148). New York: Springer Science.
Harper, S .R. & Quaye, S .J. (Eds.) (2009). Student engagement in higher education. New York & London: Routledge.
Fredricks, J. A., Blumenfeld, P., Friedel, J., & Paris, A. (2005). School engagement. In K. A. Moore, & L. H. Lippman (Eds.), What do children need to flourish?: Conceptualizing and measuring indicators of positive (pp. 305-321). New York, NY: Springer.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. doi: 10.3102/00346543074001059
Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95, 148-162. doi: 10.1037/0022-0663.95.1.148
Gall, M. D., Gall, J. P. & Borg, W. R. (2007). Educational Research: An introduction. 8th. Boston: Pearson/Allyn & Bacon.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold Publishers.
Gardner, R. C. (2010). Motivation and second language acquisition: The socio-educational model. New York, NY: Peter Lang.
He, Y. C. (2009). Self-determination among adult Chinese English language learners: The relationship among perceived autonomy support, intrinsic motivation, and engagement (Unpublished doctoral dissertation). University of Southern California, California, US.
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. doi: 10.1080/10705519909540118
Jang, H., Kim, E. J., & Reeve, J. (2012). Longitudinal test of self-determination theory’s motivation mediation model in a naturally-occurring classroom context. Journal of Educational Psychology, 104(4), 1175–1188. doi: 10.1037/a0028089
Jang, H., Kim, E. J., & Reeve, J. (2016). Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model. Learning and Instruction, 43, 27-38. doi: 10.1016/j.learninstruc.2016.01.002
Jang, H., Reeve, J., & Halusic, M. (2016). A new autonomy-supportive way of teaching that increases conceptual learning: Teaching in students’ preferred ways. Journal of Experimental Education, 84(4), 686–701. doi: 10.1080/ 00220973.2015.1083522
Jang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students? Journal of Educational Psychology, 101(3), 644-661. doi: 10.1037/a0014241
Kahu, E. R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758-773. doi: 10.1080/03075079.2011.598505
Kaplan, H. (2018). Teachers’ autonomy support, autonomy suppression and conditional negative regard as predictors of optimal learning experience among high-achieving Bedouin students. Social Psychology of Education, 21(1), 223-255. doi: 10.1007/s11218-017-9405-y
Kline, R. B. (2010). Principles and practice of structural equation modeling (3rd ed.). New York: Guilford Press.
Matos, L., Reeve, J., Herrera, D., & Claux, M. (2018). Students' agentic engagement predicts longitudinal increases in perceived autonomy-supportive teaching: The squeaky wheel gets the grease. The Journal of Experimental Education, 86(4), 579-596.doi: 10.1080/00220973.2018.1448746
Mitchell, I., & Carbone, A. (2011). A typology of task characteristics and their effects on student engagement. International of Educational Research, 50(5–6), 257–270. doi: 10.1016/j.ijer.2011.05.001
Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self- determination theory to educational practice. Theory and Research in Education, 7(2), 133–144. doi: 10.1177/1477878509104318
Noels, K. A. (2009). The internalisation of language learning into the self and social identity. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 295–313). Bristol, UK: Multilingual Matters.
Noels, K. A. (2015). Supporting students’ self-determined motivation to learn languages. Contact, 41, 21-32. Noels, K. A., Chaffee, K. E., Lou, N. M., & Dincer, A. (2016). Self-determination, engagement, and identity in learning German: Some directions in the psychology of language learning motivation. Fremdsprachen Lehren und Lernen, 45(2), 12-29.
Noels, K. A., Vargas Lascano, D. I., Lou, N. M., Chaffee, K. E., Dincer, A., Zhang, Y. S. D., & Zhang, X. J. (in press). Self-determination and motivated engagement in language learning. In M. Lamb, K. Csizér, A, Henry, & S. Ryan (Eds.), The Palgrave MacMillan handbook of motivation for language learning. Basingstoke, UK: Palgrave MacMillan.
Noels, K. A., Vargas Lascano, D. I., & Saumure, K. (2019). The development of self-determination across the language course: Trajectories of motivational change and the dynamic interplay of psychological needs, orientations, and engagement. Studies in Second Language Acquisition. Advance online publication. doi: 10.1017/S0272263118000189
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Details

Primary Language	English
Journal Section	Research Article
Authors	Ali Dincer 0000-0002-0732-3975 Savaş Yeşilyurt 0000-0001-6871-8842 Kimberly A. Noels 0000-0002-9881-4242
Publication Date	December 20, 2019
Published in Issue	Year 2019Volume: 8 Issue: 4

Cite

APA	Dincer, A., Yeşilyurt, S., & Noels, K. A. (2019). Self-Determined Engagement in Language Learning: The Relations among Autonomy-Support, Psychological Needs, and Engagement. Cumhuriyet Uluslararası Eğitim Dergisi, 8(4), 1130-1147.