The Prediction and Mediation Effect of Motivational Strength: From Ought-to L2 Self to Ideal L2 Self_

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題名：	The Prediction and Mediation Effect of Motivational Strength: From Ought-to L2 Self to Ideal L2 Self
書刊名：	教育與心理研究
作者：	林怡弟
作者(外文)：	Lin, Yi-ti
出版日期：	2016
卷期：	39:2
頁次：	頁61-85
主題關鍵詞：	中介效果；必須我；理想我；學習動機；Mediation effect；Ought-to L2 self；Ideal L2 self；Motivational strength
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:1 共同引用:0 點閱:128

近期以Dornyei（2005, 2009）第二語言自我形象動機理論（L2 motivational self system）為基礎的研究大多集中在自我（selves）對於外語學習動機之影響。然而，第二語言自我形象動機理論中所強調的必須我（ought-to L2 self）和理想我（ideal L2 self）之相關性研究仍相當缺乏。因此，本研究旨在探討臺灣英語學習者的必須我、理想我和英語學習動機之間的相關性，並透過結構方程模式（structural equation modeling）分析必須我和理想我對英語學習動機的預測，以及理想我的中介效果。共有604位臺灣大學生參與此研究。問卷包含必須我、理想我和英語學習動機三個潛在變項。根據路徑分析（path analysis）結果顯示，必須我和理想我皆能預測臺灣英語學習者的學習動機，而理想我有較顯著的預測力。另外，以必須我預測英語學習動機時，需考量理想我的部分中介效果。此研究除驗證必須我、理想我和英語學習動機之間的相關性外，並提出必須我和理想我在認知發展歷程中不同層面的因果關係。

以文找文

In recent years, studies based on Dornyei’s (2005, 2009) L2 motivational self system have focused on the impacts of selves as motivators in second/foreign language learning, but research on the relationship between ideal L2 self and ought-to L2 self is still scant. Therefore, this study aimed to investigate the interrelationship among ideal L2 self, ought-to L2 self, and motivational strength of English learners in Taiwan and the mediation effect of ideal L2 self between ought-to L2 self and motivational strength. A total of 604 Taiwanese university students participated in this study. A questionnaire comprised of three latent variables, ought-to L2 self, ideal L2 self, and motivational strength, was distributed and analyzed using structural equation modeling. The results showed that both ideal L2 self and ought-to L2 self significantly predicted motivational strength, and there was a partial mediation effect with the ideal L2 self as a mediator between the ought-to L2 self and the motivational strength. The findings suggest an alternative explanation that ideal L2 self and ought-to L2 self may not be constructs of the same level, but rather, there is a causal relationship between the two in the cognitive developmental process.

以文找文

期刊論文
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3.	Huang, Hung Tzu、Hsu, Chun-Chieh、Chen, Shun-Wen(2015)。Identification with social role obligations, possible selves, and L2 motivation in foreign language learning。System，51，28-38。
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14.	MacKinnon, David P.、Lockwood, Chondra M.、Hoffman, Jeanne M.、West, Stephen G.、Sheets, Virgil(2002)。A comparison of methods to test mediation and other intervening variable effects。Psychological Methods，7(1)，83-104。
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圖書
1.	Arbuckle, J. L.(2011)。IBM® SPSS® Amos™ 20 user’s guide。Chicago, IL。
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圖書論文
1.	Dömyei, Z.、Ushioda, E.(2009)。Motivation, language identities and the L2 self: Future research directions。Motivation, language identity and the L2 self。Bristol, UK：Multilingual Matters。
2.	Csizér, Kate、Kormos, Judit(2009)。Learning experiences, selves, and motivated learning behavior: A comparative analysis of structural models for Hungarian secondary and university learners of English。Motivation, language identity and the L2 self。Multilingual Matters。
3.	Kim, T. Y.(2009)。The sociocultural interface between ideal self and ought-to self: A case study of two Korean students。Motivation, language identity and the L2 self。Bristol, UK：Multilingual Matters。
4.	Noels, K. A.(2009)。The internalization of language learning into the self and social identity。Motivation, language identity and the L2 self。Multilingual Matters。
5.	Taguchi, Tatsuya、Magid, Michael、Papi, Mostafa(2009)。The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study。Motivation, language identity and the L2 self。Multilingual Matters。
6.	Vygotsky, L. S.(1979)。The development of higher forms of attention in childhood。The concept of activity in Soviet psychology。Armonk, NY：M.E. Sharpe。
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9.	Dörnyei, Zoltán(2009)。The L2 motivational self system。Motivation, language identity and the L2 self。Multilingual Matters。
10.	Ryan, Stephen(2009)。Self and identity in L2 motivation in Japan: The ideal L2 self and Japanese learners of English。Motivation, language identity and the L2 self。Multilingual Matters。

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