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The role of motivation and self-regulation in performance and achievement: A mixed-method study on the effects of motivation and self-regulation strategies on learning English at an upper secondary school in Sweden
Stockholm University, Faculty of Humanities, Department of English.
2017 (English)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

Motivation is considered a key factor in language learning and when using self-regulation strategies. Higher motivational levels are deemed necessary for a high level of achievement within a language, and to successfully make use of self-regulation strategies. This in turn suggests that a student’s performance can be affected by motivation and the use of self-regulation strategies within language courses. This research project aims to identify the connection between motivation and performance and investigate in what manner the use of self-regulation strategies affects students’ performance. The data were collected by using a mixed-method approach, consisting of a survey with quantitative and qualitative questions taken by 40 students of English 7, the top tier English course, from two different classes with the same teacher at upper secondary. The data from the survey is complemented by a qualitative interview with their teacher for additional data. All of the data were then compared to the students’ grades from English 6 to investigate the connection between motivation and performance, and the use of self-regulation strategies and performance. The findings of this research project implicate that there is a strong connection between motivation and performance. The findings also support the theory that motivation plays an important part in language learning, which in turn affects the performance during class and tests, thus affecting the students’ final grades of the course. In the case of self-assessment, the findings also support the argument that motivation is a necessary component to achieve a positive effect on language learning using self-regulation strategies. Regarding the other self-regulation strategies, it was not possible to draw a conclusion from the findings of whether they had a positive or negative effect on language learning. The reason for this could be that the self-regulation strategies are not used correctly by the students’; thus, having no effect on the students’ performance and grades. It could also be that the survey did not generate accurate results of the use of self-regulation strategies. The results of this research project stress the need for further research within the field, preferably by dividing motivation into intrinsic and extrinsic categories, and further investigating the use of self-regulation strategies.

Place, publisher, year, edition, pages
2017. , p. 43
Keywords [en]
Motivation, performance, language learning, self-regulation strategies
National Category
Specific Languages
Identifiers
URN: urn:nbn:se:su:diva-153715OAI: oai:DiVA.org:su-153715DiVA, id: diva2:1187736
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Available from: 2018-09-18 Created: 2018-03-05 Last updated: 2018-09-18Bibliographically approved

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf