Motivation in colombian college students learning english as a foreign language using expectancy value theory and socio educational model

Vista sencilla de ítem
dc.contributor.advisorCárdenas, Melba Libia
dc.contributor.advisorParra-Martinez, Fabio Andrés
dc.contributor.authorBarrero Molina, Lina Beatriz
dc.date.accessioned2021-05-06T16:06:36Z
dc.date.available2021-05-06T16:06:36Z
dc.date.issued2021-04
dc.descriptiondiagramas, tablasspa
dc.description.abstractMotivation is a tenet of the English as a Foreign Language (EFL) learning process. Undergraduates at the National University must have a fulfill a required English proficiency level in order to graduate. The University has a mandatory EFL Program to fulfill the basic required level. Additionally, there are elective advanced EFL courses for students who have fulfilled the language requirement. This study examines students’ motivations and how motivation, perceptions, and experiences affect students’ academic success in the EFL programs. This study explores the differences between the two types of EFL programs. This is a multistage mixed-methods study. In the quantitative phase, 403 participants responded to two motivation questionnaires: The S- Attitude/Motivation Test Battery; the Expectancy Value Questionnaire. The qualitative phase included focus group interviews with 24 participants and the teacher-researcher journal. Data were analyzed using inferential statistics and content analysis. Results show that students are mainly motivated by Instrumental Motivations. Prior experiences played a meaningful role and affected students’ perceptions of the English class and willingness to study English. Negative experiences were found to be detrimental to students’ motivation and perceptions of ability. Teachers and native speakers played an important role in the development of students’ perceptions and experiences in the EFL learning process. There were sharp differences between the two EFL programs: socioeconomic differences created inequities and affected students’ ability perceptions and academic success and levels of motivation were higher for the Elective Program. Implications of these findings are discussed. Suggestions for program improvement and students’ motivations are provided. Future research and intervention studies are also proposed to improve EFL programs at the University and reducing the inequity gap.eng
dc.description.abstractLa motivación es parte fundamental del proceso de aprendizaje del inglés como lengua extranjera (ILE). Los estudiantes de pregrado de la Universidad Nacional deben tener determinado un nivel de competencia en inglés para poder graduarse. La Universidad tiene un programa obligatorio ILE (Inglés como lengua extranjera) para alcanzar el nivel básico requerido. Además, hay asignaturas electivas de inglés como lengua extranjera avanzada para estudiantes que cumplen con el requisito de idioma. Este estudio tuvo como objetivo examinar las motivaciones de los estudiantes y la forma en que estas motivaciones, sumado a las percepciones y las experiencias previas afectan el éxito académico de los estudiantes en los programas de ILE. Asimismo, exploró las diferencias entre los dos programas de inglés como lengua extranjera que ofrece la Universidad. Este es un estudio de métodos mixtos de varias etapas. En la fase cuantitativa, 403 participantes respondieron a dos cuestionarios de motivación: el S- Attitude/Motivation Test Battery; y el Expectancy Value Questionnaire. La fase cualitativa incluyó entrevistas a grupos focales con 24 participantes y el diario de campo de la docente investigadora. Los datos se analizaron mediante estadísticas inferenciales y análisis de contenido. Los resultados revelaron que los estudiantes están motivados principalmente por motivaciones instrumentales y que las experiencias previas juegan un papel significativo y afectan las percepciones de los estudiantes y la voluntad de estudiar inglés. Se descubrió que las experiencias negativas son perjudiciales para la motivación y la percepción de capacidad de los estudiantes. Los profesores y los hablantes nativos desempeñan un papel importante en el desarrollo de las percepciones y experiencias de los estudiantes en el proceso de aprendizaje del inglés como lengua extranjera. Hay grandes diferencias entre los estudiantes de los dos programas de inglés como lengua extranjera; específicamente, las diferencias socioeconómicas generaron desigualdades y afectaron la percepción de las habilidades de los estudiantes y el éxito académico, también, los niveles de motivación del grupo electivo fueron mayores. Se discuten las implicaciones de estos hallazgos. Se brindan recomendaciones para mejorar el programa y las motivaciones de los estudiantes. Asimismo, se proponen futuras investigaciones y estudios de intervención para mejorar los programas de inglés como lengua extranjera en la Universidad y reducir la brecha de inequidad. (Texto tomado de la fuente)spa
dc.description.degreelevelMaestríaspa
dc.description.methodsThis is a multistage mixed-methods study. In the quantitative phase, 403 participants responded to two motivation questionnaires: The S- Attitude/Motivation Test Battery; the Expectancy Value Questionnaire. The qualitative phase included focus group interviews with 24 participants and the teacher-researcher journal. Data were analyzed using inferential statistics and content analysis.spa
dc.description.researchareaCiencias sociales y educaciónspa
dc.format.extent1 recurso en línea (188 páginas)spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.instnameUniversidad Nacional de Colombiaspa
dc.identifier.reponameRepositorio Institucional Universidad Nacional de Colombiaspa
dc.identifier.repourlhttps://repositorio.unal.edu.co/spa
dc.identifier.urihttps://repositorio.unal.edu.co/handle/unal/79483
dc.language.isoengspa
dc.publisherUniversidad Nacional de Colombiaspa
dc.publisher.branchUniversidad Nacional de Colombia - Sede Bogotáspa
dc.publisher.departmentInstituto de Investigación en Educación -IEDU-spa
dc.publisher.facultyFacultad de Ciencias Humanasspa
dc.publisher.placeBogotáspa
dc.publisher.programBogotá - Ciencias Humanas - Maestría en Educaciónspa
dc.relation.referencesAl-Sohbani, Y. A. Y. (2015). Metacognitive Reading Strategies Use by Yemeni EFL Undergraduate University Students. Journal of Teaching and Teacher Education, 1(01), 33–42. https://www.researchgate.net/publication/285596890_Metacognitive_Reading_Strategies_Use_by_Yemeni_EFL_Undergraduate_University_Studentsspa
dc.relation.referencesAl-Tamimi, A., Shuib, M., & My, M. (2009). Motivation And Attitudes Towards Learning English: A Study Of Petroleum Engineering Undergraduates At Hadhramout University Of Sciences And Technology. GEMA Online Journal of Language Studies, 9(2). http://www.mom.gov.ye/ar/news_53.htmspa
dc.relation.referencesAlexander, D., Chant, D., & Cox, B. (1994). What Motivates People to Become Teachers. Australian Journal of Teacher Education, 19(2), 5. https://doi.org/10.14221/ajte.1994v19n2.4spa
dc.relation.referencesAllen, M. (2017). The SAGE Encyclopedia of Communication Research Methods. In The SAGE Encyclopedia of Communication Research Methods. SAGE Publications, Inc. https://doi.org/10.4135/9781483381411spa
dc.relation.referencesAmabile, T. M., Hil, K. G., Hennessey, B. A., & Tighe, E. M. (1995). “The Work Preference Inventory: Assessing intrinsic and extrinsic motivational orientations”: Correction. Journal of Personality and Social Psychology, 68(4), 580–580. https://doi.org/10.1037/0022-3514.68.4.580spa
dc.relation.referencesArchambault, I., Eccles, J. S., & Vida, M. N. (2010). Ability Self-Concepts and Subjective Value in Literacy: Joint Trajectories From Grades 1 Through 12. Journal of Educational Psychology, 102(4), 804–816. https://doi.org/10.1037/a0021075spa
dc.relation.referencesArens, A. K., Schmidt, I., & Preckel, F. (2019). Longitudinal relations among self-concept, intrinsic value, and attainment value across secondary school years in three academic domains. Journal of Educational Psychology, 111(4), 663–684. https://doi.org/10.1037/edu0000313spa
dc.relation.referencesArteaga, J. A. B. (2006). A Framework to Understanding Motivation in the TESOL Field. Profile: Issues in Teachers’ Professional Development, 7(1), 147–159. https://revistas.unal.edu.co/index.php/profile/article/view/11002spa
dc.relation.referencesAtkinson, J. W. (1957). Motivational determinants of risk taking behavior. Psychological Review, 64(6), 359–372.spa
dc.relation.referencesAtkinson, J. W. (1964). An Introduction to Motivation. Van Nostrand.spa
dc.relation.referencesBailey, K. (1994). Methods of social research. The Free Press.spa
dc.relation.referencesBall, C., Huang, K.-T., Cotten, S. R., Rikard, R. V., & Coleman, L. O. (2016). Invaluable values: an expectancy-value theory analysis of youths’ academic motivations and intentions. Information, Communication & Society, 19(5), 618–638.spa
dc.relation.referencesBandura, A. (1977). Self-efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191–215.spa
dc.relation.referencesBandura, A. (1997). Self-Efficacy: The Exercise of Control. Freeman.spa
dc.relation.referencesBandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Self-Efficacy Beliefs as Shapers of Children ? s Aspirations and Career Trajectories. Child Development, 72(1), 187–206.spa
dc.relation.referencesBattle, A., & Wigfield, A. (2003). College women’s value orientations toward family, career, and graduate school. Journal of Vocational Behavior, 62(1), 56–75. https://doi.org/10.1016/S0001-8791(02)00037-4spa
dc.relation.referencesBernaus, M. (2009). Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement. Porta Linguarum Revista Interuniversitaria de Didáctica de Las Lenguas Extranjeras. https://doi.org/10.30827/Digibug.31869spa
dc.relation.referencesBrewer, J., & Hunter, A. (1989). Multimethod research: A Synthesis of styles. Sage.spa
dc.relation.referencesBrophy, J. (1999). Perspectives of Classroom Management: Yesterday, Today and Tomorrow. In H. J. Freiberg & J. E. Brophy (Eds.), Beyond Behaviourism: Changing the Classroom Management Paradigm. Allyn & Bacon.spa
dc.relation.referencesBryman, A. (2006). Integrating quantitative and qualitative research: How is it done? Qualitative Research, 6(1), 97–113. https://doi.org/10.1177/1468794106058877spa
dc.relation.referencesBuendía, X. P. (2015). A comparison of Chinese and Colombian university EFL students regarding learner autonomy/Comparacion entre estudiantes universitarios de ingles chinos y colombianos con respecto a su autonomia como aprendices. Revista PROFILE Issues in Teachers’ Professional Development VO - 17, 17(1), 35–53. http://ezproxy.unal.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsgii&AN=edsgcl.400956358&lang=es&site=eds-livespa
dc.relation.referencesCárdenas, M. L. (2006). Bilingual Colombia: Are we ready for it? What is needed? https://www.researchgate.net/publication/238773867spa
dc.relation.referencesCarroll, L. (1865). Alice’s Adventures in Wonderland. [[Macmillan Publishers|Macmillan]].spa
dc.relation.referencesCharmaz, K. (2006). Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. Papers. Revista de Sociologia, 86, 284. https://doi.org/10.5565/rev/papers/v86n0.825spa
dc.relation.referencesCocca, M., Pérez García, J. A., Zamarripa, J. I., Demetriou, Y., & Cocca, A. (2017). Psychometric parameters of the attitude/motivation test battery instrument in a mexican environment. Revista de Psicología Del Deporte, 26(2), 149–155. http://www.redalyc.org/articulo.oa?id=235152045021spa
dc.relation.referencesCohen, L., Manion, L., & Morrison, K. (2007a). Research Methods in. In Education And Training (Sixth, Issue August). Routledge/Taylor & Francis Group.spa
dc.relation.referencesCohen, L., Manion, L., & Morrison, K. (2007b). Research Methods in Education (6th ed.). Routledge Falmer.spa
dc.relation.referencesConnell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In The Minnesota symposia on child psychology (pp. 43–77). Lawrence Erlbaum Associates, Inc. https://psycnet.apa.org/record/1991-97029-002spa
dc.relation.referencesCorbin, J. M., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3–21. https://doi.org/10.1007/BF00988593spa
dc.relation.referencesCreswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches - - Google Libros (4th ed.). SAGE Publications, Inc. https://books.google.com.co/books/about/Research_Design.html?id=4uB76IC_pOQC&redir_esc=yspa
dc.relation.referencesCreswell, J. W., & Plano Clark, V. L. (2011). Designing and Conducting Mixed Methods Research (3rd ed.). Sage.spa
dc.relation.referencesCsikszentmihalyi, M. (1988). The flow experience and its significance for human psychology. In M. Csikszentmihalyi & I. S. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 15–35). Cambridge University Press.spa
dc.relation.referencesDeci, E., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Plenum.spa
dc.relation.referencesDickens, C. (1859). A tale of Two Cities. Chapman & Hall. https://archive.org/details/taleoftwocities00dick_0spa
dc.relation.referencesDickens, C. (1861). Great Expectations (First). Chapman and Hall. https://archive.org/details/greatexpectation01dickspa
dc.relation.referencesDweck, C. S. (1999). Self-Theories: Their Role in Motivation, Personality, and Development. Psychology Press.spa
dc.relation.referencesEccles, J. S. (2005). Subjective Task Values and the Eccles et al. model of achievement related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press.spa
dc.relation.referencesEccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J., & Midgley, C. (1983). Expectancies, Values and Academic Behaviors. In J. T. Spence (Ed.), Achievement and Achievement Motives: Psychological and Sociological Approaches (pp. 75–146). Freeman.spa
dc.relation.referencesEccles, J. S., & Harold, R. D. (1992). Gender differences in educational and occupational patterns among the gifted. In N. Colangelo, S. Assouline, & D. L. Ambroson (Eds.), Talent Development: Proceedings from the 1991 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development. (pp. 3–29). Trillium.spa
dc.relation.referencesEccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescent achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21(3), 215–225.spa
dc.relation.referencesEccles, J. S., & Wigfield, A. (2002). Motivational Beliefs , Values , and Goals. Annual Review Psychology, 53, 109–132.spa
dc.relation.referencesEccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In W. Damon & N. Eisenberg (Eds.), Handbook of child phychology: Social, emotional, and personality development (pp. 1017–1095). Wiley. EF-EPI English Proficiency Index. (2020). https://www.ef.com.co/epi/spa
dc.relation.referencesEzzy, D. (2002). Qualitative analysis, practice and innovation. Routledge.spa
dc.relation.referencesFan, W. (2011). Social influences, school motivation and gender differences: An application of the expectancy-value theory. Educational Psychology, 31(2), 157–175. https://doi.org/10.1080/01443410.2010.536525spa
dc.relation.referencesFandiño Parra, Y. J., Bermúdez Jiménez, J. R., & Lugo Vásquez, V. E. (2012). Retos del Programa Nacional de Bilingüismo. Educación y Educadores, 15(3), 363–381.spa
dc.relation.referencesFeather, N. T. (1988). Values, valences, and course enrollment: testing the role of personal values within an expectancy-value framework. Journal of Educational Psychology, 80(3), 381–391.spa
dc.relation.referencesFindley, M. J., & Cooper, H. M. (1983). Locus of control and academic achievement: A literature review. Journal of Personality and Social Psychology, 44(2), 419–427. https://doi.org/10.1037/0022-3514.44.2.419spa
dc.relation.referencesFlake, J., Barron, K., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244.spa
dc.relation.referencesGardner, R. C. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. Edwrd Arnold.spa
dc.relation.referencesGardner, R. C. (2001). Integrative Motivation and Second Language Acquisition. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and Second Language Acquisition (pp. 1–19). The University of Hawaii, Second Language Teaching and Curriculum Center.spa
dc.relation.referencesGardner, R. C. (2004). Attitude / Motivation Test Battery : International AMTB Research Project. The University of Western Ontario, http://publish.uwo.ca/~gardner/docs/englishamtb.pd.spa
dc.relation.referencesGardner, R. C. (2006). The socio-educational model of Second Language Acquisition. EUROSLA Yearbook, 6(1), 237–260. https://doi.org/10.1075/eurosla.6.14garspa
dc.relation.referencesGardner, R. C. (2008). Individual differences in second and foreign language learning. In N. Van Deusen-Scholl & N. H. Hornberger (Eds.), Encyclopedia of Language and Education (Vol. 4, pp. 29–40).spa
dc.relation.referencesGardner, R. C. (2010). Motivation and second language acquisition. The socioeducational model. Peter Lang Publishing, Inc.spa
dc.relation.referencesGardner, R. C. (2005). Integrative motivation and second language acquisition (Canadian Linguistics Association (Ed.)). Joint plenary talk at Canadian Association of Applied Linguistics.spa
dc.relation.referencesGardner, R. C., & MacIntyre, P. D. (1993). On the Measurement of Affective Variables in Second Language Learning. Language Learning, 43(2), 157–194. https://doi.org/10.1111/j.1467-1770.1992.tb00714.xspa
dc.relation.referencesGaspard, H., Dicke, A. L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (2015). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, 107(3), 663–677. https://doi.org/10.1037/edu0000003spa
dc.relation.referencesGeorge, D., & Mallery, P. (2003). SPSS for Windows step by step: A Simple Guide and Reference. (4th ed.). Allyn & Bacon.spa
dc.relation.referencesGuba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Technology Research and Development, 29(2), 75–92.spa
dc.relation.referencesGuerrero, M. (2015). Motivation in Second Language Learning: A Historical Overview and Its Relevance in a Public High School in Pasto, Colombia. How, 22(1), 95–106. https://doi.org/10.19183/how.22.1.135spa
dc.relation.referencesGuo, J., Marsh, H. W., Parker, P. D., Morin, A. J. S., & Yeung, A. S. (2015). Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study. Learning and Individual Differences, 37, 161–168. https://doi.org/10.1016/j.lindif.2015.01.008spa
dc.relation.referencesHarter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17, 300–312.spa
dc.relation.referencesHarter, S. (1990). Self and Identity Development. In S. S. Feldman & G. R. Elliott (Eds.), At the Threshold The Developing Adolescent (pp. 352–387). MA Harvard University. -. https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/ReferencesPapers.aspx?ReferenceID=2431929spa
dc.relation.referencesHernández Méndez, G. (2011). Miradas docentes… percepciones estudiantiles. Revista Docencia e Investigación, 21, 71–88.spa
dc.relation.referencesHidi, S., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: a critical issue for the 21st century. Review of Educational Research, 70(2), 151–179. https://doi.org/10.3102%2F00346543070002151spa
dc.relation.referencesHidi, S., & Renninger, K. A. (2006). The Four -phase Model of Interest Development. Educationl Psychologyst, 41(2), 111–127.spa
dc.relation.referencesHiggins, E. T. (2007). Value. In A. W. Kruglanski & E. . Higgins (Eds.), Social Psychology Handbook of Basic Principles (2nd ed., pp. 454–472). Guilford.spa
dc.relation.referencesHulleman, C., Kosovich, J. L., Barron, K., & Daniel, D. B. (2017). Making Connections: Replicating and Extending the Utility Value Intervention in the Classroom. Journal of Educational Psychology, 109(3), 387–404.spa
dc.relation.referencesJanesick, V. J. (1999). Journal Writing as a Qualitative Research Technique: History, Issues, and Reflections. Qualitative Inquiry, 5.spa
dc.relation.referencesJohansson, R. (2003). Case Study Methodology.spa
dc.relation.referencesJohnson, R. B., & Onwuegbuzie, A. J. (2007). Toward a Definition of Mixed Methods Research. Journal of Mixed Methods Research, 1(2), 112–133. https://doi.org/10.1177/1558689806298224spa
dc.relation.referencesKitjaroonchai, N. (2013). Motivation Toward English Language Learning of Students in Secondary and High Schools in Education Service Area Office 4, Saraburi Province, Thailand. International Journal of Language and Linguistics, 1(1), 22. https://doi.org/10.11648/j.ijll.20130101.14spa
dc.relation.referencesKohn, L. T. (1997). Methods in case study analysis. In Center for Studying Health System Change Technical Publication No 2.spa
dc.relation.referencesKrueger, R. A. (1988). Focus groups: A practical guide for applied research. SAGE Publications, Inc.spa
dc.relation.referencesLewin, K. (1938). The conceptual representation and measuremet of psychological forces. In Contributions to Psychological Theory (Vol. 1, Issue 4). Duke University.spa
dc.relation.referencesLincoln, Y. S., & Guba, E. G. (1982). Establishing Dependability and Confirmability in Naturalistic Inquiry Through an Audit. American Educational Research Association Annual Meeting, 1–31.spa
dc.relation.referencesLoh, E. K. Y. (2019). What we know about expectancy-value theory, and how it helps to design a sustained motivating learning environment. System, 86, 102–119. https://doi.org/https://doi.org/10.1016/j.system.2019.102119spa
dc.relation.referencesLopera Medina, S. (2014). Motivation Conditions in a Foreign Language Reading Comprehension Course Offering Both a Web-Based Modality and a Face-to-Face Modality. PROFILE Issues in Teachers’ Professional Development, 16(1), 89–104. https://doi.org/10.15446/profile.v16n1.36939spa
dc.relation.referencesMacías, D. F. (2010). Considering new perspectives in ELT in Colombia : From EFL to ELF consideración de nuevas perspectivas en la enseñanza del inglés en Colombia : del inglés como lengua extranjera al inglés como lengua franca. December 2010, 181–194.spa
dc.relation.referencesMacintyre, P., & Blackie, R. A. (2012). Action control, motivated strategies, and integrative motivation as predictors of language learning affect and the intention to continue learning French. System, 40(4), 533–543. https://doi.org/10.1016/j.system.2012.10.014spa
dc.relation.referencesMarsh, H. W. (1989). Age and Sex Effects in Multiple Dimensions of Self-Concept: Preadolescence to Early Adulthood. Journal of Educational Psychology, 81(3), 417–430. https://doi.org/10.1037/0022-0663.81.3.417spa
dc.relation.referencesMarshall, C., & Rossman, G. (2006). Designing Qualitative Research (4th ed.). Sage.spa
dc.relation.referencesMatsumoto, D., & Sanders, M. (1988). Emotional experiences during engagement in intrinsically and extrinsically motivated tasks. Motivation and Emotion, 12(4), 353–369. https://doi.org/10.1007/BF00992359spa
dc.relation.referencesMatusovich, H., Streveler, R., Loshbaugh, H., Miller, R., & Olds, B. (2008). Will I Succeed in Engineering? Using Expectancy-Value Theory in a Longitudinal Investigation of Students’ Beliefs. www.engr.washington.edu/caeespa
dc.relation.referencesMcCarthy, C. (2006). The Road. Alfred A. Knopf.spa
dc.relation.referencesMcDonough, S. H. (1981). Psychology in Foreign Language Teaching.spa
dc.relation.referencesMcDonough, S. H. (2007). Motivation in ELT. ELT Journal, 61(4), 369–371. https://doi.org/10.1093/elt/ccm056spa
dc.relation.referencesMerriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass.spa
dc.relation.referencesMeyer, J., Fleckenstein, J., & Köller, O. (2019). Expectancy value interactions and academic achievement: Differential relationships with achievement measures. Contemporary Educational Psychology, 58, 58–74. https://doi.org/https://doi.org/10.1016/j.cedpsych.2019.01.006spa
dc.relation.referencesMinera Reyna, L. E. (2009). El papel de la motivación y las actitudes en el aprendizaje de ELE en un contexto de enseñanza formal para adultos alemanes. In Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas (Issue 6). https://doi.org/10.26378/RNLAEL06120spa
dc.relation.referencesMinisterio de Educación Nacional de Colombia. (n.d.). Programa Nacional de Bilinguismo 2004 - 2019.spa
dc.relation.referencesMinisterio de Educación Nacional de Colombia. (2013). https://www.mineducacion.gov.co/1759/w3-article-317610.html?_noredirect=1spa
dc.relation.referencesMorgan, D. L. (1988). Focus groups as qualitative research. SAGE Publications, Inc.spa
dc.relation.referencesMori, S., & Gobel, P. (2006). Motivation and gender in the Japanese EFL classroom. System, 34(2), 194–210.spa
dc.relation.referencesNicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328–346. https://doi.org/10.1037/0033-295X.91.3.328spa
dc.relation.referencesNishanthi, R. (2018). The Importance of Learning English in Today World. International Journal of Trend in Scientific Research and Development, Volume-3(Issue-1), 871–874. https://doi.org/10.31142/ijtsrd19061spa
dc.relation.referencesPajares, F. (1996). Self-Efficacy Beliefs in Academic Settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543spa
dc.relation.referencesPatton, M. Q. (1980). Qualitative Evaluation Methods. SAGE Publications.spa
dc.relation.referencesPekrun, R. (2000). A Social-Cognitive, Control-Value Theory of Achievement Emotions | Re. In J. Heckhausen (Ed.), Motivational psychology of human development: Developing motivation and motivating development (pp. 143–163). Elsevier Science. https://www.researchgate.net/publication/251455348_A_Social-Cognitive_Control-Value_Theory_of_Achievement_Emotionsspa
dc.relation.referencesPekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations With Academic Performance. Journal of Educational Psychology, 101, 115–135.spa
dc.relation.referencesPeña Dix, B. (2013). Motivation and The Concept of Self-Regulation: Theory and Implications for English Language Teaching and Learning in Colombia. Voces y Silencios. Revista Latinoamericana de Educación, 4(1), 71–85. https://doi.org/10.18175/vys4.1.2013.04spa
dc.relation.referencesPerez, T., Cromley, J. G., & Kaplan, A. (2014). The Role of Identity Development, Values, and Costs in College STEM Retention. Journal of Educational Psychology, 106(1), 315–329.spa
dc.relation.referencesPintrich, P. R., & De Groot, E. V. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667spa
dc.relation.referencesPitts, J. M. (1994). Personal understandings and mental models of information: a qualitative study offactors associated with the information-seeking and use of adolescents. Florida State University.spa
dc.relation.referencesQuintero, Á. P., & Pinzón, L. (2012). El Programa Nacional de Bilingüismo percepciones de una política pública en universidades [Pontificia Universidad Javeriana]. http://repository.javeriana.edu.co/handle/10554/12322spa
dc.relation.referencesReeve, J. (2016). A grand theory of motivation: Why not? Motivation and Emotion, 40(1), 31–35.spa
dc.relation.referencesRehman, A., Bilal, H. A., Sheikh, A. M., Bibi, N., & Nawaz, A. (2014). The Role of Motivation in Learning English Language for Pakistani Learners. Undefined.spa
dc.relation.referencesRendón Salas, L., & Ferreira, Y. (2013). Perfil Motivacional Y Actitud Hacia El Aprendizaje De La Lengua Aymara. Ajayu, 11(1), 91–108.spa
dc.relation.referencesRobson, C. (2002). Real World Research: A Resource for Social Scientists and Practitioner-Researchers (2nd ed.). Blackwell Publishing.spa
dc.relation.referencesRuble, D. N. (1983). The development of social comparison processes and their role in achievement-related self-socialization. In E. T. Higgins, D. N. Ruble, & W. W. Hartup (Eds.), Social cognition and social development: A sociocultural perspective (pp. 134–157). Cambridge University Press.spa
dc.relation.referencesRyan, R. M., & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020spa
dc.relation.referencesRyan, R. M., & Deci, E. L. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. - PsycNET. In K. R. Wenzel & A. Wigfield (Eds.), Educational psychology handbook series. Handbook of motivation at school (pp. 171–195). Routledge/Taylor & Francis Group. https://psycnet.apa.org/record/2009-24219-009spa
dc.relation.referencesSánchez, A. C., & Obando, G. V. (2008). Is Colombia Ready for “Bilingualism”? Profile: Issues in Teachers’ Professional Development, 9(1), 181–195. https://revistas.unal.edu.co/index.php/profile/article/view/10715spa
dc.relation.referencesSandoval-Pineda, A. (2011). Attitude , Motivation and English Language Learning in a Mexican College Context In the Graduate College. The University of Arizona.spa
dc.relation.referencesSansone, C., & Harackiewicz, J. M. (2000). Intrinsic and extrinsic motivation: The search for optimal motivation and performance. Academic Press.spa
dc.relation.referencesSchiefele, U. (1999). Interest and Learning From Text. Scientific Studies of Reading, 3(3), 257–279. https://doi.org/10.1207/s1532799xssr0303_4spa
dc.relation.referencesSchunk, D. H. S. (1990). Goal Setting and Self-Efficacy During Self-Regulated Learning. Educational Psychologist, 25, 71–86. http://www.tandf.co.uk/journals/spa
dc.relation.referencesScott, C., & Medaugh, M. (2017). Axial Coding. In The International Encyclopedia of Communication Research Methods (pp. 1–2). Wiley. https://doi.org/10.1002/9781118901731.iecrm0012spa
dc.relation.referencesShenton, A. K. (2004). Strategies for Ensuring Trustworthiness in Qualitative Research Projects. Education for Information, 22(2), 63–75.spa
dc.relation.referencesSilverman, D. (2001). Interpreting qualitative data: methods for analysing talk, text and interaction (2nd ed.). Sage.spa
dc.relation.referencesSoza Roldán, S. (2013). Amtb Chile. Informe Técnico Inacap Temuco 2008: Motivación Y Notas En Inglés. Revista de Estudios y Experiencias En Educación, 12(24), 161–179.spa
dc.relation.referencesSpinath, B., & Steinmayr, R. (2012). The roles of competence beliefs and goal orientations for change in intrinsic motivation. Journal of Educational Psychology, 104(4), 1135–1148. https://doi.org/10.1037/a0028115spa
dc.relation.referencesStevenson, R. L. (1883). Treasure Island. In A Robert Louis Stevenson Companion. Cassell and Company. https://doi.org/10.1007/978-1-349-06080-1_6spa
dc.relation.referencesTahaineh, Y., & Daana, H. (2013). Jordanian Undergraduates’ Motivations and Attitudes towards Learning English in EFL Context. International Review of Social Sciences and Humanities, 4, 159–180. https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/ReferencesPapers.aspx?ReferenceID=1893430spa
dc.relation.referencesTashakkori, A., & Teddlie, C. (2010). SAGE Handbook of Mixed Methods in Social & Behavioral Research. In SAGE Handbook of Mixed Methods in Social & Behavioral Research (2nd ed.). SAGE Publications, Inc. https://doi.org/10.4135/9781506335193spa
dc.relation.referencesTolman, E. C., Hall, C. S., & Bretnall, E. P. (1932). A disproof of the law of effect and a substitution of the laws of emphasis, motivation and disruption. Journal of Experimental Psychology, 15(6), 601–614. https://doi.org/10.1037/h0073609spa
dc.relation.referencesTrautwein, U., Marsh, H. W., Nagengast, B., Lüdtke, O., Nagy, G., & Jonkmann, K. (2012). Probing for the multiplicative term in modern expectancy-value theory: A latent interaction modeling study. Journal of Educational Psychology, 104(3), 763–777. https://doi.org/10.1037/a0027470spa
dc.relation.referencesVaezi, Z. (2008). Language learning motivation among Iranian undergraduate students. World Applied Sciences Journal, 5, 54–61. https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/ReferencesPapers.aspx?ReferenceID=476558spa
dc.relation.referencesVicary, S., Young, A., & Hicks, S. (2016). A reflective journal as learning process and contribution to quality and validity in Interpretative Phenomenological Analysis. Qualitative Social Work, 16(4), 550–565.spa
dc.relation.referencesWeiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4). https://doi.org/10.1037/0033-295X.92.4.548spa
dc.relation.referencesWeisz, J. R., Rothbaum, F. M., & Blackburn, T. C. (1984). Standing out and standing in: The psychology of control in America and Japan. American Psychologist, 39(9), 955–969. https://doi.org/10.1037/0003-066X.39.9.955spa
dc.relation.referencesWigfield, A. (1994). Expectancy-value theory of achievement motivation: A development perspective. Educational Psychologist, 6(1), 49–78.spa
dc.relation.referencesWigfield, A., & Cambria, J. (2010). Students’ Achievement Values, Goal Orientations, and Interest Definitions, Development, and Relations to Achievement Outcomes. Developmental Review, 30, 1–35. https://www.scirp.org/(S(czeh2tfqyw2orz553k1w0r45))/reference/ReferencesPapers.aspx?ReferenceID=2133092spa
dc.relation.referencesWigfield, A., & Eccles, J. S. (2000). Expectancy-Value Theory of Achievement Motivation. Contemporary Educational Psychology, 25(1), 68–81. https://doi.org/10.1006/ceps.1999.1015spa
dc.relation.referencesWigfield, A., Eccles, J. S., & Rodriguez, D. (1998). The Development of Children’s Motivation in School Contexts. Review of Research in Education, 23, 73. https://doi.org/10.2307/1167288spa
dc.relation.referencesWigfield, A., Eccles, J. S., Schiefele, U., Roeser, R. W., & Davis-Kean, P. (2007). Development of Achievement Motivation. In Handbook of Child Psychology. John Wiley & Sons, Inc. https://doi.org/10.1002/9780470147658.chpsy0315spa
dc.relation.referencesWigfield, A., Harold, R. D., Freedman-Doan, C., Eccles, J. S., Yoon, K. S., Arbreton, A. J. A., & Blumenfeld, P. C. (1997). Change in Children’s Competence Beliefs and Subjective Task Values Across the Elementary School Years: A 3-Year Study. Journal of Educational Psychology, 89(3), 451–469. https://doi.org/10.1037/0022-0663.89.3.451spa
dc.relation.referencesWigfield, A., Tonks, S. M., & Klauda, S. (2016). Expectancy-value theory. January 2016, 55–75.spa
dc.relation.referencesWigifield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30(1), 1–35.spa
dc.relation.referencesWigifield, A., & Eccles, J. S. (1992). The Development of Achievement Task Values: A Theoreticalanalysis. Developmental Review, 12, 265–310.spa
dc.relation.referencesWinne, P. H., & Marx, R. W. (1989). A cognitive processing analysis of motivation with classroom tasks. Research on Motivation in Education, 3, 223–257.spa
dc.relation.referencesXiang, P., Mcbride, R., & Guan, J. (2003). Children’s motivation in elementary physical education: An expectancy-value model of achievement choice. Research Quarterly for Exercise and Sport, 74(1), 25–35.spa
dc.relation.referencesYin, R. K. (2009). Case study research: Design and methods (4th ed.). Sage.spa
dc.relation.referencesZimmerman, B. J. (2000). Attaining Self-Regulation. In Handbook of Self-Regulation (pp. 13–39). Elsevier. https://doi.org/10.1016/b978-012109890-2/50031-7spa
dc.relation.referencesZuleta, E. (2006). Educación y Democracia: un campo de combate (Seventh). Hombre Nuevo Editores.spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacionalspa
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.ddc100 - Filosofía y Psicología::107 - Educación, investigación, temas relacionadosspa
dc.subject.proposalMotivationeng
dc.subject.proposalEnglish as a foreign languageeng
dc.subject.proposalPerceptionseng
dc.subject.proposalEVTeng
dc.subject.proposalAMTBeng
dc.subject.proposalExperienceseng
dc.subject.proposalMotivaciónspa
dc.subject.proposalInglés como lengua extranjeraspa
dc.subject.proposalPercepcionesspa
dc.subject.proposalExperienciasspa
dc.subject.unescoEnseñanza de idiomasspa
dc.subject.unescoLanguage instructioneng
dc.subject.unescoEnseñanza de una segunda lenguaspa
dc.subject.unescoForeign language instructioneng
dc.titleMotivation in colombian college students learning english as a foreign language using expectancy value theory and socio educational modeleng
dc.title.translatedMotivación en estudiantes colombianos universitarios aprendiendo inglés como lengua extranjera usando la teoría de la expectativa y el valor y el modelo socio educacionalspa
dc.typeTrabajo de grado - Maestríaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_bdccspa
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/masterThesisspa
dc.type.redcolhttp://purl.org/redcol/resource_type/TMspa
dc.type.versioninfo:eu-repo/semantics/acceptedVersionspa
dcterms.audienceEstudiantes, Profesores, Público generalspa
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa

Archivos

Bloque original

Mostrando 1 - 1 de 1
Miniatura
Nombre:
1077147452_2021.pdf
Tamaño:
2.01 MB
Formato:
Adobe Portable Document Format
Descripción:
Tesis de Maestría en Educación
Descargar

Bloque de licencias

Mostrando 1 - 1 de 1
Miniatura
Nombre:
license.txt
Tamaño:
3.87 KB
Formato:
Item-specific license agreed upon to submission
Descripción:
Descargar

Colecciones

Maestría en Educación