Chinese Students’ Perceptions of the Motivational Climate in College English Courses: Relationships Between Course Perceptions, Engagement, and Achievement

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dc.contributor.authorLi, Mingen
dc.contributor.authorJones, Brett D.en
dc.contributor.authorWilliams, Thomas O.en
dc.contributor.authorGuo, Yingjianen
dc.date.accessioned2023-04-18T17:54:51Zen
dc.date.available2023-04-18T17:54:51Zen
dc.date.issued2022-05-23en
dc.description.abstractEffective teachers create a motivational climate that engages students in course activities in ways that lead to increased learning and achievement. Although researchers have identified motivational climate variables that are associated with students’ engagement and achievement, less is known about how these variables are related in different courses and cultures. The purpose of the two studies presented in this paper was to contribute to this research literature by examining these associations within the context of college English courses in two Chinese universities. Specifically, we investigated the relationships between students’ perceptions of the motivational climate (i.e., perceptions of empowerment/autonomy, usefulness, success, interest, and caring), cognitive and behavioral engagement, and achievement. This is the first study to examine the connections between all of these variables in one path model in college English courses in China. We administered surveys at two different Chinese universities (n = 332 and 259) and used regression and path analysis to examine the relationships among the variables. We demonstrated that (a) students’ perceptions of the motivational climate were related to their cognitive engagement, (b) cognitive engagement was related to their behavioral engagement, and (c) behavioral engagement predicted their achievement. These findings are consistent with and extend the growing body of literature on motivational climate and engagement, and they highlight the importance of some motivational climate perceptions over others as significant predictors of cognitive engagement. We conclude that effective English language teachers in China do the following: help students to believe that they can be successful, trigger and maintain students’ interest, and empower students by providing them with choices in activities and assignments.en
dc.description.sponsorshipThe authors would like to thank Shanghai University of Engineering Science and Virginia Tech’s Open Access Subvention Fund for providing the financial support needed for the open access publication of this article.en
dc.description.versionPublished versionen
dc.format.extent13 pgen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationLi M, Jones BD, Williams TO and Guo Y (2022) Chinese Students’ Perceptions of the Motivational Climate in College English Courses: Relationships Between Course Perceptions, Engagement, and Achievement. Front. Psychol. 13:853221. doi: 10.3389/fpsyg.2022.853221en
dc.identifier.doihttps://doi.org/10.3389/fpsyg.2022.853221en
dc.identifier.urihttp://hdl.handle.net/10919/114544en
dc.identifier.volume13en
dc.language.isoenen
dc.publisherFrontiers Mediaen
dc.rightsCreative Commons Attribution 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.subjectmotivationen
dc.subjectengagementen
dc.subjectMUSIC Model of Motivationen
dc.subjectEnglish coursesen
dc.subjectcourse perceptionsen
dc.subjectmotivational climateen
dc.subjectforeign language instructionen
dc.subjectEnglish as a second languageen
dc.titleChinese Students’ Perceptions of the Motivational Climate in College English Courses: Relationships Between Course Perceptions, Engagement, and Achievementen
dc.title.serialFrontiers in Psychologyen
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten

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