Relationship Between English Learning Motivation Types and Self‐Identity Changes Among Chinese Students

Abstract

This study investigated the relationship between English learning motivation types and self‐identity changes among university students in the People's Republic of China. The sample obtained from a stratified sampling consisted of 2,278 undergraduates from 30 universities in 29 regions. The instrument was a Likert‐scale questionnaire which included 30 items of motivation types based on free responses, and 24 items of self‐identity changes in six predefined categories: self‐confidence, subtractive, additive, productive, split, and zero changes. An exploratory factor analysis revealed seven motivation types: intrinsic interest, immediate achievement, individual development, information medium, going abroad, social responsibility, and learning situation. A canonical correlation test found that motivation types and self‐identity changes were correlated through four pairs of canonical variables. Among these, intrinsic interest was correlated with productive and additive changes, individual development with self‐confidence change, social responsibility with productive and split changes. Theoretical and pedagogical implications of the results are discussed.