The role of EFL learners’ demotivation, perceptions of classroom activities, and mastery goal in predicting their language achievement and burnout

Safoura Jahedizadeh,Afsaneh Ghanizadeh,Behzad Ghonsooly

doi:10.1186/s40862-016-0021-8

Abstract

The present study aims at delving into English as foreign language students’ demotivation, burnout, mastery goal orientation, and perceptions of classroom activities. This is accomplished by building a causal structural model through which the associations among the constructs are estimated. The Persian version of the 'de-motivation scale’ designed by Sakai and Kichuki (System 37:57-69, 2009) is used to assess demotivation. It measures six constructs: teachers, characteristics of classes, experiences of failure, class environment, class materials, and lack of interest. To gauge burnout, student version of ‘Maslach Burnout Inventory’ (Schaufeli et al., Psychology, 33(5):464-481, 2002) is employed. It measures three dimensions of burnout, namely, emotional exhaustion, cynicism, and academic inefficacy. The Persian version of the ‘Students Perceptions of Classroom Activities’ scale designed by Gentry and Gable (My class activities: A survey instrument to assess students’ perceptions of interest, challenge, choice, and enjoyment in their classrooms, 2001) is utilized in determining student perceptions of their classes. The scale assesses four perceptions: interest, challenge, choice, and joy. Students’ goal orientation is measured by the translated version of ‘Achievement Goal Orientation Inventory’ designed by Midgley et al. (Contemporary Educational Psychology, 23 (2):113-31, 1998). The results display a good overall fit of the proposed model with the empirical data. In particular, demotivators positively and significantly predict student burnout and the two internal demotivators namely, ‘lack of interest’ and ‘experiences of failure’ negatively and significantly impact on student mastery goal orientation. The results also indicate that student burnout negatively and significantly predict student mastery goal orientation and positive perceptions of classroom activities. Student perceptions of interest and joy, on the other hand, positively and significantly play an important role in mastery goal orientation. Student perceptions and mastery goal orientation have positive effects on student achievement.

Highlights

As a theoretical construct, the concept of motivation is used to explain a process which initiates, guides, and maintains goal oriented treatments. Dörnyei (2001) defined motivation as a highly complex and multifaceted issue shaping one of the most crucial human characteristics. Dörnyei and Ottó (1998) referred to motivation as a changing arousal in an individual that instigates, terminates, and evaluates the cognitive processes in which primary desires and wishes can be prioritized and acted out
In consideration of what was noted about the contributing role of student demotivation in learning process, the present study aims at exploring EFL students’ demotivation by examining its association with learners’ perceptions, mastery goal orientation, burnout, and achievement
This study sought to find the effects of demotivators on student burnout, two internal demotivators and student burnout on student mastery goal orientation, student burnout on student perceptions of classroom activities, student perceptions on mastery goal orientation, and student perceptions and mastery goal orientation on student achievement

Summary

Introduction

The concept of motivation is used to explain a process which initiates, guides, and maintains goal oriented treatments. Dörnyei (2001) defined motivation as a highly complex and multifaceted issue shaping one of the most crucial human characteristics. Dörnyei and Ottó (1998) referred to motivation as a changing arousal in an individual that instigates, terminates, and evaluates the cognitive processes in which primary desires and wishes can be prioritized and acted out (successfully or unsuccessfully). Sakai and Kikuchi (2009) identified six demotivators in EFL contexts, including teachers, characteristics of classes, and experiences of failure, class environment, class materials, and lack of interest. Tracing the antecedents of demotivation should be a focal issue for both teachers and researchers who are inspired to provide EFL students with the most suitable learning conditions. Each of these demotivators can diminish learners’ desire and motivation towards learning

Objectives

Methods

Results

Discussion

Conclusion