The Role of Implicit Theories of Intelligence and Need for Cognition in Second Language Acquisition
Date
2000
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Degree Level
Masters
Abstract
Theorists and researchers working in the area of second language (L2) learning and motivation have recently begun to consider the relevance of variables from other areas of general and educational psychology to the language learning context (for a review, see Dornyei, 1998). The purpose of this research project was to test a causal model of the relations among a number of individual difference variables (implicit theories of intelligence, beliefs about language aptitude, and need for cognition), self-determination, language learning strategy use, and L2 proficiency. Student volunteers (N= 126) enrolled in language courses (French, German, and Spanish) at the University of Saskatchewan completed a questionnaire assessing the above constructs. Results of structural equation modeling analyses showed that (1) need for cognition was positively related to both self-determination and cognitive strategies, (2) self-determination positively predicted cognitive, compensation, metacognitive, and social strategies, and (3) social strategies were positively related to self-ratings of L2 competence. (Self-ratings of L2 proficiency were substituted for objective ratings of achievement in the model due to an insufficient number of available final course grades (n = 65)). Post hoc modification of the model included adding a correlation between implicit theories of intelligence and need for cognition. A hierarchical regression analysis was used to examine the relations between final course grades and the other study variables. Results showed that cognitive, affective, and metacognitive strategies functioned as suppressor variables. Specifically, cognitive strategies showed a stronger positive relation with achievement when affective and metacognitive strategies were partialed out, and both affective and metacognitive strategies showed a negative relation with achievement when cognitive strategies were partialed out. The results show that integrating constructs from different motivational frameworks continues to enhance our understanding of both L2 motivation in particular and educational motivation in general, and that further research is necessary to clarify the relations between language learning strategies and L2
achievement.
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Degree
Master of Arts (M.A.)
Department
Psychology
Program
Psychology