Research Article
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Year 2019, , 44 - 53, 01.01.2019
https://doi.org/10.24289/ijsser.493867

Abstract

References

  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, Ny: W. H. Freeman.
  • Chan, Yiu-Kong. (2016). Investigating the relationship among extracurricular activities, learning approach and academic outcomes: A case study. Active Learning in Higher Education, 17(3), 223-233.
  • Cox, A. E., & Whaley, D. E. (2004). The influence of task value, expectancies for success, and identity on athletes’ achievement behaviors. Journal of Applied Sport Psychology, 16, 103-117.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
  • Dörney, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
  • Fan, W. (2011). Social influences, school motivation and gender differences: An application of the expectancy-value theory. Educational Psychology, 31, 157-175.
  • Feldman, A. F., &Matjasko, J. L. (2005). The role of school-based extracurricular activities in adolescent development: A comprehensive review and future directions. Review of Educational Research, 75(2), 159-210.
  • Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development. International Journal of Qualitative Methods, 5(1), 80-92.
  • Forneris, T., Camiré, M., & Williamson, R. (2015). Extracurricular activity participation and the acquisition of developmental assets: Differences between involved and noninvolved Canadian high school students. Applied Developmental Science, 19(1), 47-55.
  • Franken, R. (1994). Human motivation. Pacific Grove, CA: Brooks/Cole.
  • 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.
  • Georgiou, Y., & Kyza, E. A. (2018). Relations between student motivation, immersion and learning outcomes in location-based augmented reality settings. Computers in Human Behavior, 89, 173-181.
  • Han, A., &. Kwon, K. (2018). Students’ perception of extracurricular activities: A case study. Journal of Advances in Education Research, 3(3), 131-141.
  • Kinzie, J., & Kuh, G. (2017). Reframing student success in college: Advancing Know-What and Know-How. Change: The Magazine of Higher Learning, 49(3), 19-27.
  • Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. In C. Ames & M. L. Maehr (Eds.), Advances in motivation and achievement: Motivation-enhancing environments (Vol. 6, pp. 117-160). Greenwich, CT: JAI Press.
  • Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385-407.
  • Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
  • Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Merrill-Prentice Hall.
  • Raman, R , Vachharajani, H ., & Achuthan, K . (2018). Students motivation for adopting programming contests: Innovation-diffusion perspective. Education and Information Technologies, 23(5), 1919-1932.
  • Restubog, S. D., Florentino, A. R., & Garcia, P. M. (2010). The mediating roles of career self-efficacy and career decidedness in the relationship between contextual support and persistence. Journal of Vocational Behavior, 77, 186-195.
  • Rodgers, W. M., Markland, D., Selzer, A-M, Murray, T. C., & Wilson, P. M. (2014). Distinguishing perceived competence and self-efficacy: An example from physical exercise. Research Quarterly for Exercise and Sport, 85, 527-539.
  • Ryan, R. M., Rigby, C. S., & Przybylski, A. (2006). The motivational pull of video games: A self-determination theory approach. Motivation and Emotion, 30(4), 344-360.
  • Scales, P. C., Benson, P. L., Roehlkepartain, E. C., Sesma, A., & van Dulmen, M. (2006). The role of developmental assets in predicting academic achievement: A longitudinal study. Journal of Adolescence, 29(5), 691-708.
  • Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81.
  • Wu, F., & Fan, W. (2017). Academic procrastination in linking motivation and achievement-related behaviors: A perspective of expectancy-value theory. Educational Psychology, 37(6), 695-711.
  • Zainuddin, Z. (2018). Students’ learning performance and perceived motivation in gamified flipped-class instruction. Computers & Education, 126, 75-88.
  • Zeldin, A. L., Britner, S. L., & Pajares, F. (2008). A comparative study of the self-efficacy beliefs of successful men and women in mathematics, science, and technology careers. Journal of Research in Science Teaching, 45, 1036-1058.

Understanding EFL students’ motivation for participating in extracurricular contests: Insights from China

Year 2019, , 44 - 53, 01.01.2019
https://doi.org/10.24289/ijsser.493867

Abstract

This study aims to
provide an understanding of English as foreign language (EFL) university
students’ perception and experience of participating in extracurricular English
contests in China. In this study, the extrinsic factors and intrinsic beliefs
that contribute to university students’ motivation to participate in
extracurricular English contests during their study at university were
examined. Forty-nine students who have participated in extracurricular English
contests were investigated in questionnaire, eight of whom were invited for
in-depth semi-structured interviews. Research findings show that instructors’
support is the highest external factor that motivated students to participate
in extracurricular English contests. On the other hand, rewards (monetary or
honorary) constituted a very important factor, and school’s support and parent’s/friends’
encouragement are other important factors that contribute to their willingness
to participate. Additionally, the research also revealed the crucial importance
of their strong intrinsic beliefs. 

References

  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, Ny: W. H. Freeman.
  • Chan, Yiu-Kong. (2016). Investigating the relationship among extracurricular activities, learning approach and academic outcomes: A case study. Active Learning in Higher Education, 17(3), 223-233.
  • Cox, A. E., & Whaley, D. E. (2004). The influence of task value, expectancies for success, and identity on athletes’ achievement behaviors. Journal of Applied Sport Psychology, 16, 103-117.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
  • Dörney, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
  • Fan, W. (2011). Social influences, school motivation and gender differences: An application of the expectancy-value theory. Educational Psychology, 31, 157-175.
  • Feldman, A. F., &Matjasko, J. L. (2005). The role of school-based extracurricular activities in adolescent development: A comprehensive review and future directions. Review of Educational Research, 75(2), 159-210.
  • Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development. International Journal of Qualitative Methods, 5(1), 80-92.
  • Forneris, T., Camiré, M., & Williamson, R. (2015). Extracurricular activity participation and the acquisition of developmental assets: Differences between involved and noninvolved Canadian high school students. Applied Developmental Science, 19(1), 47-55.
  • Franken, R. (1994). Human motivation. Pacific Grove, CA: Brooks/Cole.
  • 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.
  • Georgiou, Y., & Kyza, E. A. (2018). Relations between student motivation, immersion and learning outcomes in location-based augmented reality settings. Computers in Human Behavior, 89, 173-181.
  • Han, A., &. Kwon, K. (2018). Students’ perception of extracurricular activities: A case study. Journal of Advances in Education Research, 3(3), 131-141.
  • Kinzie, J., & Kuh, G. (2017). Reframing student success in college: Advancing Know-What and Know-How. Change: The Magazine of Higher Learning, 49(3), 19-27.
  • Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. In C. Ames & M. L. Maehr (Eds.), Advances in motivation and achievement: Motivation-enhancing environments (Vol. 6, pp. 117-160). Greenwich, CT: JAI Press.
  • Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385-407.
  • Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
  • Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Merrill-Prentice Hall.
  • Raman, R , Vachharajani, H ., & Achuthan, K . (2018). Students motivation for adopting programming contests: Innovation-diffusion perspective. Education and Information Technologies, 23(5), 1919-1932.
  • Restubog, S. D., Florentino, A. R., & Garcia, P. M. (2010). The mediating roles of career self-efficacy and career decidedness in the relationship between contextual support and persistence. Journal of Vocational Behavior, 77, 186-195.
  • Rodgers, W. M., Markland, D., Selzer, A-M, Murray, T. C., & Wilson, P. M. (2014). Distinguishing perceived competence and self-efficacy: An example from physical exercise. Research Quarterly for Exercise and Sport, 85, 527-539.
  • Ryan, R. M., Rigby, C. S., & Przybylski, A. (2006). The motivational pull of video games: A self-determination theory approach. Motivation and Emotion, 30(4), 344-360.
  • Scales, P. C., Benson, P. L., Roehlkepartain, E. C., Sesma, A., & van Dulmen, M. (2006). The role of developmental assets in predicting academic achievement: A longitudinal study. Journal of Adolescence, 29(5), 691-708.
  • Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81.
  • Wu, F., & Fan, W. (2017). Academic procrastination in linking motivation and achievement-related behaviors: A perspective of expectancy-value theory. Educational Psychology, 37(6), 695-711.
  • Zainuddin, Z. (2018). Students’ learning performance and perceived motivation in gamified flipped-class instruction. Computers & Education, 126, 75-88.
  • Zeldin, A. L., Britner, S. L., & Pajares, F. (2008). A comparative study of the self-efficacy beliefs of successful men and women in mathematics, science, and technology careers. Journal of Research in Science Teaching, 45, 1036-1058.
There are 28 citations in total.

Details

Primary Language English
Journal Section Makaleler
Authors

Xiaoquan Pan 0000-0002-5049-8498

Zhengdong Gan This is me

Publication Date January 1, 2019
Published in Issue Year 2019

Cite

APA Pan, X., & Gan, Z. (2019). Understanding EFL students’ motivation for participating in extracurricular contests: Insights from China. International Journal of Social Sciences and Education Research, 5(1), 44-53. https://doi.org/10.24289/ijsser.493867
AMA Pan X, Gan Z. Understanding EFL students’ motivation for participating in extracurricular contests: Insights from China. International Journal of Social Sciences and Education Research. January 2019;5(1):44-53. doi:10.24289/ijsser.493867
Chicago Pan, Xiaoquan, and Zhengdong Gan. “Understanding EFL students’ Motivation for Participating in Extracurricular Contests: Insights from China”. International Journal of Social Sciences and Education Research 5, no. 1 (January 2019): 44-53. https://doi.org/10.24289/ijsser.493867.
EndNote Pan X, Gan Z (January 1, 2019) Understanding EFL students’ motivation for participating in extracurricular contests: Insights from China. International Journal of Social Sciences and Education Research 5 1 44–53.
IEEE X. Pan and Z. Gan, “Understanding EFL students’ motivation for participating in extracurricular contests: Insights from China”, International Journal of Social Sciences and Education Research, vol. 5, no. 1, pp. 44–53, 2019, doi: 10.24289/ijsser.493867.
ISNAD Pan, Xiaoquan - Gan, Zhengdong. “Understanding EFL students’ Motivation for Participating in Extracurricular Contests: Insights from China”. International Journal of Social Sciences and Education Research 5/1 (January 2019), 44-53. https://doi.org/10.24289/ijsser.493867.
JAMA Pan X, Gan Z. Understanding EFL students’ motivation for participating in extracurricular contests: Insights from China. International Journal of Social Sciences and Education Research. 2019;5:44–53.
MLA Pan, Xiaoquan and Zhengdong Gan. “Understanding EFL students’ Motivation for Participating in Extracurricular Contests: Insights from China”. International Journal of Social Sciences and Education Research, vol. 5, no. 1, 2019, pp. 44-53, doi:10.24289/ijsser.493867.
Vancouver Pan X, Gan Z. Understanding EFL students’ motivation for participating in extracurricular contests: Insights from China. International Journal of Social Sciences and Education Research. 2019;5(1):44-53.

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