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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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This study investigates the classroom motivation of adult Korean EFL students from the perspective of concepts contained in self-determination theory (SDT), namely autonomous regulation and controlled regulation and intrinsic and extrinsic motivation. Two SDT self-report questionnaires, the Self-Regulation Learning Questionnaire and the Perceived Competence Scale, were administered to 37 adult Korean EFL students. Two research questions were addressed to determine the motivational stance of these students from an autonomous or controlled perspective. Overall results indicated that these students appeared to be motivated autonomously, but further analysis revealed this apparent autonomy was not true intrinsic self-regulation, but was from autonomous elements found in extrinsic controlled regulation. Therefore, these students could be found to function primarily under an extrinsic controlled form of motivation even though they exhibited some degree of autonomy. Discussion considered implications of these results for the classroom and suggested study limitations.
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참고문헌 (31)
참고문헌 신청
Benson, P / 2001 / Teaching and researching autonomy in language learning / Longman
Brophy, J. / 1999 / The role of context / JAI Press : 1 ~ 44
Brown, H. / 2014 / Principles of language learning and teaching / Pearson Education
Deci, E / 1971 / Effects of externally motivated rewards on intrinsic motivation / Journal of Personality and Social Psychology 18 : 1055 ~ 1065
Deci, E / 1975 / Intrinsic Motivation / Plenum
Brophy, J. / 1999 / The role of context / JAI Press : 1 ~ 44
Brown, H. / 2014 / Principles of language learning and teaching / Pearson Education
Deci, E / 1971 / Effects of externally motivated rewards on intrinsic motivation / Journal of Personality and Social Psychology 18 : 1055 ~ 1065
Deci, E / 1975 / Intrinsic Motivation / Plenum
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