Studies 1 and 2 estimated social utility functions from judgments of satisfaction with alternative outcomes. Three studies examined preferences for outcomes to self and a codisputant. The results point to the importance of the language learning context for understanding students’ motivation and how others can support them. Social utility and decision making in interpersonal contexts. Learners’ motivation in different ways depending upon the learning context. Although there were some commonalities, different people supported Authors can choose to publish gold open access in this journal. All peer review is single blind and submissions are typically reviewed by two referees. The results indicated that heritage students are more included to learn the language because it is integral to their sense of self than the two other groups, whereas ESL students are generally more regulated by external contingencies. Nineteenth-Century Contexts is listed in the Clarivate Analytics Arts & Humanities Citation Index. Additionally, they call for research in metaverse design, participation, adoption, implementation, and use. Heritage (n = 34), modern (n = 34), and English-as-asecond-language (ESL n = 36) learners described their reasons for language learning, and reported how teachers, family members, peers, and members of the language community encouraged or discouraged their engagement in language learning. (2009) proposed a conceptual model for research in metaverses from a socio-technical aspect which includes 5 main constructs: the concept of metaverse, people, metaverse technology capabilities, behaviors, and outcomes. The present study used a focused essay technique to examine how the learning context impacts learners’ motivation and the kinds of support (or lack thereof) received from different people. Journal of International and Intercultural Communication Publishes on international, cross-cultural and intercultural communication across disciplines including cultural studies, anthropology, sociology & psychology. Directed to anyone interested in the latest. Irritation as defined in this paper is the subjectively perceived emotional and cognitive strain in occupational contexts. These perceptions are enhanced when significant others act or communicate in a way that encourages learner autonomy, provides informative feedback on how to improve task competency, and establishes a sense of connection with the learner. Contexts is a quarterly magazine of the American Sociological Association about society and social behavior. Self-determination Theory, motivation, learning context, social support, autonomy support AbstractĪccording to Self-Determination Theory, intrinsic and self-determined extrinsic motivation are maintained to the extent that learners feel that engagement in an activity is a personally meaningful choice, that the task can be performed competently, and that they share a social bond with significant others in the learning context.
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