The Development of the Self-Determination Motivation for Learning English from 5^<th> Grade through 11^<th> Grade : A Cross Sectional Analysis

Abstract

Different introductory periods of English into academic curriculum have been predicted to bring about different developmental processes of motivation for learning English. This study aims to explore the structure and characteristics concerning developmental change of self-determined motivation in learning English. A total of 725 participants, ranging from 5^<th> grade through 11^<th> grade, completed a questionnaire on the motivation and domestic English-learning hours. The data was analyzed for developmental change of their motivational structure, based on the two factors hypothesis by Lens & Vansteenkiste (2008), and the relationship between the learning hours and the motivational types. The results reveal that each motivational type had a different developmental pattern but that the structure kept almost unchanged from 5^<th> grade through 11^<th> grade. However, it was found that the major factor of motivation, which could affect actual attitudes toward learning English, developmentally changed in the opposite direction of internalization as found by Deci & Ryan (1985), from intrinsic to extrinsic. Thus, it was indicated that some motivational types would exert an influence on students' attitudes toward learning English even though they did not change in the process of internalization with grade. It was also found that developmental perspectives were an essential component in the field of studies and educational practices concerning the motivation.