Parental Factors in Children's Motivation for Learning English: A Case in China

Autor/in	Butler, Yuko Goto
Titel	Parental Factors in Children's Motivation for Learning English: A Case in China
Quelle	In: Research Papers in Education, 30 (2015) 2, S.164-191 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2014.891643
Schlagwörter	Foreign Countries; Student Motivation; English (Second Language); English Language Learners; Parent Influence; Children; Parent Role; Socioeconomic Status; Parent Attitudes; Beliefs; Grade 4; Grade 6; Grade 8; Parent Surveys; Student Surveys; Focus Groups; Achievement Need; Self Efficacy; Outcome Measures; Language Tests; Parent Aspiration; Semi Structured Interviews; China + Suchen Sie Ihr Suchwort? Ausland; Schulische Motivation; English as second language; English; Second Language; Englisch als Zweitsprache; Child; Kind; Kinder; Parental role; Elternrolle; Socio-economic status; Sozioökonomischer Status; Elternverhalten; Belief; Glaube; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; Schülerbefragung; Self-efficacy; Selbstwirksamkeit; Language test; Sprachtest; Elternwille
Abstract	Schools in China and elsewhere are starting to teach English as a second language or foreign language (FL) to students at increasingly earlier ages. Although young learners (YLs), due to their developmental stage, are likely to be particularly susceptible to the influence of parents, parents' roles in YLs' motivation to learn English as an FL is not well understood. Moreover, we don't fully understand why YLs lose their motivation to learn English by their upper elementary school years. Using self-determination theory, this study examined how parents' socio-economic status (SES) and behaviours and beliefs about their children's English education influenced children's motivation to learn English in China. The participants were 198 fourth-, 191 sixth- and 183 eighth-grade students and their parents. Data were gathered using a series of surveys distributed to all the students and their parents, as well as interviews with 96 focus group students. Parents had substantial but varying influences on their children's motivation, depending on their SES backgrounds and their children's grade level. Whereas higher SES parents adjusted their behaviours according to their children's changing needs, lower SES parents tended to remain controlling and often failed to foster their children's self-competence and self-determined motivation. Higher SES parents' abilities to provide their children with greater opportunities to use English outside of school were increasingly advantageous for the children's development of self-determined motivation as their grade level increased. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01